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Along with the rapid development of technology, the constant innovation and application of computer and information technology has information technology change humans' future lifestyles as well as induce comprehensive changes in humans' learning. Due to knowledge digitization, knowledge creation and update is fast that the acceleration and enhancement of learning effectiveness becomes the important issue concerned in global education development. Along with the population of digitization, information technology largely changes life and learning model. Applying experimental design model to the quasi-experimental research, total 188 business management students of universities in Fujian are preceded technology education with WebQuest. The experimental teaching is preceded 3 hours per week for 16 weeks (total 48 hours). Research results reveal: (1) WebQuest would affect critical thinking psychology; (2) WebQuest would affect operation capability; (3) critical thinking psychology presents significantly positive effects on problem clarification in operation capability; (4) critical thinking psychology shows remarkably positive effects on effective interaction in operation capability; and (5) critical thinking psychology reveals notably positive effects on inductive inference in operation capability. According to the results, suggestions are proposed, expecting to help domestic technology education get into organizational and systematic development to further cultivate students' technology literacy.

The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals. Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students' personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students' learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students' interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students' creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.

Environmental actions without protection desire and skills would be vain. The task of education is to create such thirst and motive under the encouragement of the community. For this reason, it is expected to open students' future green new horizons of environmental awareness with teaching methods and research tools which could enhance students' environmental literacy, when largely promoting the low-carbon and energy-saving sustainable life. In this case, it is necessary to deeply understand students' environmental awareness and teach them with strict curriculum mapping and design to reinforce students' environmental competence so as to cope with currently extreme climate change. Aiming at students of Tungfang Design University, Taiwan, total 221 students, as the experimental objects, are preceded computer-aided instruction integrated environmental education. The experimental teaching is preceded 3 hours per week for 15 weeks (total 45 hours). The research results show positive relations between 1.environmental education and learning outcome, 2.learning outcome and environmental literacy, and 3.environmental education and environmental literacy. Suggestions are proposed according to the results, expecting to assist domestic students in enhancing self-development through the awareness of the responsibility for environmental issues. Especially, internationally concerned environmental issues would guide the goal of environmental education to social prospective.