Gender equality is a universal and local issue. National policies have been initiated to ensure gender equality and to safeguard human rights on campus. Gender-related courses have been developed in the general education centers of various universities to allow the concept of gender equality to take root and flourish in these universities and to establish just and safe university campuses in Taiwan. This study examines the introduction of gender issues into the general curriculum of universities and discusses its implications for teaching practice and the establishment of gender-equal university campuses. After reviewing related literature, the following recommendations are made for the teaching of gender issues in universities’ general curricula: (a) teaching must be devoid of gender discrimination, (b) gender awareness for teachers, (c) consideration of gender differences in the teaching field, (d) implementation of reverence for justice in the teaching field, (e) increasing students’ awareness of gender equality, and (f) fostering a teaching atmosphere of mutual respect.

In this study, the researchers analyzed the issues in teacher education research after the implementation of the 12-Year Basic Education policy and developed suggestions to improve the quality of teacher education in Taiwan. The researchers used Taiwan's Database of Journal Citations in Science Education to collect studies on teacher education published from 2015 to 2019 and analyzed the issues described therein. Fifteen categories of issues described therein. Regarding our suggestions for future research on teacher education, this study recommends strengthening the body of literature on the following themes: (1) the professional development of preservice teachers, (2) teacher education for special education, (3) quality assurance for teacher education, (4) the career development of preservice teachers, (5) teacher education for experimental education and rural schools, (6) the sociology of teacher education, and (7) the operation of teacher education centers. Our findings may serve as a reference in efforts to improve the quality of teacher education, and promoting the sustainable development of Taiwan's education system.Systematic review registrationhttp://w1.dorise.info/JCSE/.

This study evaluated world university rankings in Taiwan. Media reports and the literature on world university rankings have focused on rankings, particularly in Taiwan. This study conducted a document analysis of the Quacquarelli Symonds (QS) World University Rankings in Taiwan’s universities from 2021 to 2023, and explored two cases: National Taiwan University and Taipei Medical University, both of which are listed in the QS World University Rankings for sustainable development. First, the researchers analyzed the related topics of the world university rankings. Second, the researchers explored the position of Taiwan’s universities in relation to the top 500 universities in the QS World University Rankings from 2021 to 2023. Third, two case universities pursuing QS World University Rankings are discussed. Finally, this study found that both universities are improving their teaching, research, and internationalization based on the indicators of the QS World University Rankings and the development of school affairs. The universities employ international faculty, cooperate internationally on projects, developing cross-disciplinary research, strengthening innovation, and increasing internationalization and cooperation with research institutions, and attract foreign students for sustainable development. The findings may serve as a reference for improving QS World University Rankings and promote the sustainable development of Taiwan’s higher education system, and understand global competition among universities.

Understanding students’ subjective perceptions of universities is one of the main issues that needs to be addressed in order to improve aspects such as student retention and achieve sustainable development. Considering subjective well-being as an alternative term for happiness and satisfaction in higher education for sustainability, this study is to develop a measure conceptually and operationally for college campus well-being (CWB) with multiple dimensions, including a psychological, physical, financial, and social dimension of well-being. Subjected to factorial validity and composite reliability, the CWB scale validated by 2793 undergraduate students in central Taiwan was administered. The research demonstrates the appropriate construct validity and suitable-fit indices of the CWB multidimensional scale when used for measuring university-oriented happiness and sustainability in this research context. Differential effects were found among the colleges and between genders. The implications and future research lines are discussed.

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