ABSTRACT Learning outcomes for higher education in sustainable development include a strong emphasis on transformative abilities. The purposes of this study were to develop a transformative sustainability learning of green food and beverage (TSL-GFB) curriculum and to evaluate the learning outcomes by investigating five GFB transformative abilities in students who have completed the TSL-GFB curriculum. A quasi-experimental research design was employed. The experimental group included 67 students, and the control groups included 84 students. The results indicated that the TSL-GFB curriculum improved the transformative abilities of students. The five transformative abilities (self-reflection after learning about GFB, passion for learning about GFB, psychological empowerment regarding GFB, creative thinking regarding GFB, and problem-solving attitude regarding GFB) of the experimental group students were superior to those of the control groups. The valuable contributions of this study are the TSL-GFB curriculum model developed in this study and the tools for evaluating transformative abilities, which would be useful for teaching GFB in hospitality education.

中文翻译：

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一种变革性的可持续性学习模式，用于培养酒店学院学生对绿色食品和饮料学习的热情

摘要 可持续发展高等教育的学习成果包括对变革能力的高度重视。本研究的目的是开发绿色食品和饮料 (TSL-GFB) 课程的变革性可持续性学习，并通过调查已完成 TSL-GFB 课程的学生的五种 GFB 变革能力来评估学习成果。采用了准实验研究设计。实验组有67名学生，对照组有84名学生。结果表明，TSL-GFB课程提高了学生的转化能力。五种变革能力（学习GFB后的自我反思、学习GFB的热情、GFB的心理授权、GFB的创造性思维、实验组学生对GFB的解决问题态度优于对照组。本研究的宝贵贡献是本研究开发的 TSL-GFB 课程模型和评估变革能力的工具，这将有助于在酒店教育中教授 GFB。