Quality education is one of the Sustainable Development Goals (SDGs) set by the United Nations, and the integration of international education into the teaching environment is a vision shared by educational institutions today. This integration aims to equip students with a global perspective and respect for diverse cultures. To promote the cultivation of international talent and enable students to better align with global standards, the Ministry of Education in Taiwan has issued the “White Paper 2.0 on International Education for Primary and Secondary Schools” as a policy guideline for implementing international education, reflecting a commitment to adapting to the trends of globalization. This study employs a survey method to examine the changes in students’ international literacy and learning attitudes after engaging in international education. Additionally, the study explores the predictive power of these two factors to assess whether the integration of international education contributes to transforming students’ perspectives and attitudes. The analysis reveals that international education enhances students’ international literacy and learning attitudes. Furthermore, the level of international literacy can predict the quality of students’ learning attitudes, confirming that integrating international education into curricula and environments is indeed essential for achieving the goal of sustainable development.

In the era of rapid technological advancement and the ascent of the United Nations’ Sustainable Development Goals (SDGs), addressing the persistent gap between education and employment is crucial to ensure “decent work for all” and enhance human well-being. This study initiates its inquiry from the construction of learning indicators, aiming to facilitate the early exposure of learners to relevant industrial technologies and the acquisition of future-oriented competencies. Firstly, through a review of the literature and an analysis of the current situation, the concept of technology mapping in the industrial sector is employed for technology forecasting. This involves the development of a technology roadmap and the identification of key technologies. Subsequently, the Delphi method is utilized to invite expert scholars to assess the suitability and importance of learning indicators. Data processing is carried out using descriptive statistics, qualitative recommendations, and the Kolmogorov–Smirnov single-sample analysis. Using a smart home system practice curriculum as an example, this study’s final development includes 9 main constructs and 56 sub-constructs, serving as the foundation for curriculum and instructional material development. Upon receiving relevant instruction, students can swiftly integrate into related industries.