Based on the high-level goal of “strengthening talent cultivation and balancing regional development” revealed at the beginning of the establishment of the school, the setting of the “Master Program of Regional Revitalization and Cross-boundary Governance” can not only provide domestic returning youths or students having local identity and action with knowledge learning, but it can also be used as a training ground for Southeast Asian overseas students to return to their hometowns for employment development, and then demonstrate the school’s deep cultivation of Shui Sha Lian, and the implementation of one of the United Nations Sustainable Development Goals (SDGs), “Quality Rural Talent Cultivation Site”, and one of the school’s characteristics, “the learning field of sustainable urban and rural practical knowledge”.

(1)　Basic Course Design：

        To develop a learning model for the development of ecological sustainability and local practice concepts that are different from urban values, this program specially offers two compulsory courses of “Development Theory and Development Ethics”, “Regional Revitalizatoin and Cross-boundary Governance”, as well as the “Social Practice Research Methodololgy” based on rural regional revitalization and practical development application.

(2)　Issue-Oriented Learning Design：​

        This program takes rural areas as the field of study and exploration, supplemented by interdisciplinary topics such as culture, ecology, industry, and society. Through the design of text reading (theory), practical seminars, and practical courses, it hopes to break away from the framework of traditional departments to guide students to gradually accumulate the awareness and ability of young people returning to their hometowns for innovative practice.

(3)　Developing supporting learning measures such as “off-campus learning bases, co-working spaces, and hands-on practice”：​

        Connecting with local public communities, through formal courses and multiple off-campus learning paths, to expand students' litearcy of “cross-boundary resource integration and mobility”.

(4)　Building a common learning circle：

         Taking the course office, teachers, students, and the community as the core network, through the construction of a learning community, to enhance students’ all-round learning support, and to cultivate students with the concept and quality of cross-boundary cooperation from experience.

(5)　Accumulate research materials on Taiwan's rural development and local revitalization and make policy recommendations：

        The teachers who are currently participating in this course have been actively involved in research and practical work such as the transformation of ecological industries in rural areas and the promotion of community colleges in recent years. In the future, they will cooperate with students to adopt a mentoring system to focus on the culture, ecology, industry, and social care of Taiwan’s rural areas. etc., to conduct related research.