This study evaluates the effectiveness of the Planning and Promotion of Science Education Curricula in Yushan National Park (2024-2025). Based on the spirit of "Inquiry and Practice" emphasized in Taiwan’s Curriculum Guidelines of 12-Year Basic Education, this project aims to transform the rich natural and cultural resources of Yushan National Park into systematic, action-oriented educational curricula. The project established "National Park Ecological Sustainability" (NPES) as the core framework, encompassing three main dimensions: biodiversity, cultural diversity, and landscape diversity, with a specific focus on curriculum development and promotion in the eastern and southern areas of the park. During the implementation phase, three NPES teacher professional development workshops were successfully conducted. Utilizing the "Scientific Research and Investigation Double Diamond Model Teaching" (SRDDMT), the project produced 10 high-quality, interdisciplinary science inquiry lesson plans, including Formosan Black Bear conservation (e.g., Bear Encounters), Bunun cultural preservation (e.g., Listening to Hudas), and geological inquiry within Yushan (e.g., Dynamic Earth: Rocks are Amazing). In 2025, the project facilitated six field trial sessions, each lasting at least two days activities, to validate the practicality and effectiveness of the courses. The results demonstrate that the curriculum successfully guided teachers and students through a three-stage learning structure: "in-school instruction—on-site park exploration—in-school reflection." This structure facilitated a transformation in students from passive knowledge receivers to active practitioners of sustainable action. Notably, feedback from the geology and bear conservation modules indicated high levels of student satisfaction and future behavioral intention, preliminarily verifying the curriculum's potential in cultivating scientific literacy and sustainability ethics. This study demonstrates that combining national park environments with systematic science education design can effectively enhance environmental education outcomes, providing a concrete and successful model for outdoor education in Taiwan. It is recommended that future efforts focus on the continuous optimization of teaching materials, the strengthening of inter-departmental collaboration, and the integration of quantitative pre- and post-assessment tools to ensure the sustainable operation and comprehensive promotion of the NPES curriculum.