The 18-year history of bamboo craftsmanship in the university curriculum of Taiwan started with the popularization of concepts such as green design, community building, and cultural and creative industries. Bamboo is an environmentally-friendly material that has received much attention in the 21st century. Craftsmanship has drawn the attention of universities. This study uses participatory observation and interviews to collect information on bamboo craft courses in four departments of three universities and uses qualitative coding analysis to explore the sustainable teaching methods of craftsmanship teachers, sustainable development learning effects on students, and different ways of promoting sustainable development education (ESD) with bamboo craft courses in different universities. The research results show the following: (1) There are differences in bamboo craft courses: teachers’ craftsmanship and curricula are different, resulting in differences in technical depth and creativity; (2) with respect to the ESD evaluation criteria of the four bamboo craft courses, skills learning itself is not complete, but students are provided with a path to self-reliance in the craft and in responding to cultural sustainability challenges; and (3) regarding the relationship between ESD and bamboo craft education, bamboo craft education promotes the concept of sustainability and is important for the creation of crafts; universities offer opportunities for testing students’ technical talents and knowledge, but ESD is limited and blurry.

The Seediq tribe is one of Taiwan’s Indigenous peoples, and they have very traditional weaving techniques. Women of the Seediq weave clothes and quilts for their families as they believe that only women with good weaving skill can pass through the Rainbow Bridge and be reunited with ancestors after they die. However, due to changing society, there is little demand for weaving today, and the norms observed by their ancestors are gradually disappearing, resulting in the declining number of locals capable of weaving. The weaving techniques of these Indigenous people are on the verge of disappearing. Unfortunately, when the government took measures to preserve the techniques by registering Seta Bakan as the preserver of intangible cultural heritage, and launched training classes to save such techniques, no locals were initially interested in learning weaving. After non-Seediq people were allowed to participate in learning, the course attracted weaving lovers from all over the island. The course included five learning phases within four years, which were given in urban communities. In the fourth year, the weaving teacher was invited to carry out a course to teach in her Indigenous village. Both courses have the same teacher teaching the same techniques. However, the perceptions and feelings of learning vary among members of different cultural backgrounds. UNESCO has extended the protection of intangible cultural heritage from technical objects to the maintenance and inheritance of community, thus, this study focuses on the interaction and feeling of students during the weaving courses given in two communities, analyzes how the differences of feeling and cultural background influence the learning perceptions of the students of the two communities, and examines the significance and functions of rebuilding the cultural ecosystem for the sustainable inheritance of skills. The conclusion of this study is that urban communities learn weaving purposefully because they have no cultural or technical background, while the courses for indigenous communities feature the frequent recurrence of traditional “old value”. The different learning motivations, feelings, and perceptions of the two communities can be complementary and mutually supportive to each other. After exploring the cultural context, this study finds that the cultural ecosystem generated by indigenous weavers includes Gaya belief, Natural knowledge, Indigenous languages, Personal practice, Generational links, and Social interaction, which are strongly bound to each other. However, social changes can weaken or even break the cultural ecosystem; the learning courses of the two communities create opportunities for re-connection. Native tribes are the best field to build an ideal cultural ecosystem; while the urban communities play the role of an acupuncture massage stick that stimulates the ethnic consciousness and learning motivation of Indigenous peoples, which preserves and provides the techniques and external knowledge. Admittedly these two communities contribute to cultural inheritance, respectively. The analysis of this study provides an important reference for the feasible routes of carrying forward indigenous techniques on the brink of disappearing in the current society of cultural initiative, and provides the opportunity for reconnecting cultural ecosystem through technique acquisition.

Various brands of bamboo crafts created by youths have emerged in Zhushan Township, Taiwan. With the special bamboo materials available in Zhushan Township as their core, these brands have created different types of social innovations through their management, design, and mechanical knowledge. The results indicate the following: (1) The youths advocate for causes such as the preservation of culture, mutually beneficial situations, sustainable local development, and environmentally friendly lifestyles. The youths proposed innovative solutions for these causes, such as establishing a guesthouse, revitalizing unused space, creating opportunities for dialogues, developing bamboo-based environmentally friendly products, and holding local activities; (2) the youths constructed a model for internal cooperation and enhancement, revitalization, and marketing Zhushan Township; (3) the youths advocated for various social values, utilized social capital, and proposed innovative solutions through diversified participation and the creation of new relationships, allowing different communities to generate a group dynamic to resolve social problems and achieve sustainability together. This study aids in the facilitation of sustainable management of township micro-enterprises by innovating products and service modes through social capital and social value. At the same time, local and common social innovation modes are connected to provide a reference for the social innovation of micro-enterprises.

As administration of blogs is one of the most popular activities on the Internet currently, topics related to blogs have also become a favorite subject in daily life. Questions like what ways can be used to show end-users' or designers' internal knowledge to find out their needs, what methods can be applied to analysis of the process, etc., have not been answered yet. Therefore, how to analyze the tacit knowledge and grasp the true demand of users is one of the major issues to be solved in empathic design. The purpose of this research is to examine the difference of whether the "comparison table of schema changes for users at three points of time" was taken into consideration or not in an empathic design brainstorming meeting. The tests consist of the experimental group and the control group. The former did not refer to the comparison table; however, the latter used it for discussion. The result indicates this comparison table helped the control group significantly in presenting an ultimate blog design of innovative ideas.

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