By the establishment of science parks, Taiwan has achieved the ability to form high-tech industrial clusters and provided an environment for sustainable industrial development. This study analyzes the sustainable development strategy of the Central Taiwan Science Park (hereafter CTSP). The questions addressed here include: (1) What is the concept of sustainable development in the CTSP? and (2) How does the research respond to the debate on the significance of the CTSP? The research data have been collected using interviews and observation. According to the literature, eight criteria are identified and set up as a framework to code and analyze the data: “natural resources, accessibility regulatory regime, market demand, development level, proximity condition, parcel conditions, and financial compensation”. The framework is then used for evaluating the sustainability of science parks in the light of 17 core goals proposed by the United Nations as Sustainable Development Goals/SDGs for the world. Evaluation of these core goals in the CTSP development revealed the successful transformation of Taiwan’s political and economic structure. In this study, the analysis of the sustainable development generated by the science parks indicates Taiwan’s transition from state leadership (strong state, weak society) to state guidance (strong state, strong society). However, despite its contribution to the long-term development of Taiwan’s economy, the CTSP development has been accompanied by environmental downsides, risking the sustainability goals. In conclusion, the state’s role in making CTSP successful and sustainable, the determining role of regulatory regimes, and moving from state leadership to state guidance are emphasized.
The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner.
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