本研究旨在探討PBL跨域學習結合國際教育對高中生國際素養之影響，採準實驗設計，以高雄市某高中兩班多元選修共41位學生作為研究對象，由國文、英文、自然、科技、藝術領域教師進行跨域課程設計。自變項為PBL跨域學習結合國際教育，依不同雙語教學比重分成兩層次，分別為PBL跨域學習結合50％英文與50％國文的國際教育（實驗組1）和PBL跨域學習結合80％英文與20％國文的國際教育（實驗組2）；依變項為國際素養，包括知識（英文能力、跨文化能力）、技能（實作技能）和態度（5C關鍵能力意向）。研究工具為自編英文測驗（閱讀與寫作）、跨文化能力線上測驗、實作成果檢核表與5C關鍵能力意向量表。實作成果檢核表僅實施後測，其餘三份研究工具皆實施前後測。量化資料分析方法採用相依樣本t檢定、多變量共變數分析和獨立樣本t檢定；質性資料則根據半結構訪談之學生回答部分進行歸納總結。研究結果顯示：
一、 PBL跨域學習結合50％英文與50％國文的國際教育可提升學生的英文能力、跨文化能力和5C關鍵能力意向。
二、 PBL跨域學習結合80％英文與20％國文的國際教育可提升學生的英文能力、跨文化能力和5C關鍵能力意向。
三、 PBL跨域學習結合80％英文與20％國文的國際教育比起PBL跨域學習結合50％英文與50％國文的國際教育更能有效提升學生的英文能力、跨文化能力和5C關鍵能力意向。
四、 整體而言，PBL跨域學習結合國際教育讓學生抱持正向態度，認為課程內容有趣且豐富，也能與國外學生交流並增進英文能力。

The purpose of this study is to investigate the impact of interdisciplinary PBL international education on high school students' global competencies. A quasi-experimental design was used for this study. The participants were 41 eleventh grade students from two classes. The interdisciplinary PBL course was designed by teachers from various subjects. The independent variable was the interdisciplinary PBL course with two levels: interdisciplinary PBL integrated with 50% English and 50% Mandarin international education (the experimental group 1), and interdisciplinary PBL integrated with 80% English and 20% Mandarin international education (the experimental group 2). The research instruments were the English Teacher-Made Test (reading and writing), the online intercultural competence test, the practice skills checklist and the five core competencies(5Cs) scale. The practice skills checklist was only used in the post-test, and the other three research instruments were all used in the pre-test and post-test. The dependent variables were students' global competencies, including English proficiency, intercultural competencies, practice skills, and the five core competencies(5Cs). The quantitative data were analyzed by using paired sample t test, MANOVA, and independent sample t test. The qualitative data were summarized based on the students’ opinions of the semi-structured interviews. The findings of this research are summarized as follows:
1. Interdisciplinary project-based learning integrated with 50% English and 50% Mandarin international education can improve students' English proficiency, intercultural competencies, and the five core competencies(5Cs).
2. Interdisciplinary project-based learning integrated with 80% English and 20% Mandarin international education can improve students' English proficiency, intercultural competencies, and the five core competencies(5Cs).
3. Interdisciplinary project-based learning integrated with 80% English and 20% Mandarin international education can better improve students’ English proficiency, intercultural competencies, and the five core competencies (5Cs).
4. On the whole, students have a positive attitude towards Interdisciplinary PBL integrated with international education. They think that the course is interesting. They can also communicate with foreign students and improve their English proficiency.

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