Education for Sustainable Development: The Role of Physical Education in China – An Exploratory Qualitative Study of Teachers’ Attitudes and Practices
DOI:
https://doi.org/10.69665/iss.v47i2.173Keywords:
Sustainable Development Goals, Teacher Perspective, China, Education for Sustainability, Physical EducationAbstract
In the absence of empirical examinations of how school Physical Education (PE) in China aligns with the United Nations’ Sustainable Development Goals (SDGs), this study aimed to provide one of the first empirical examinations of this alignment by analysing 34 PE teachers' understandings and pedagogical practices using lesson observations and semi-structured interviews. Deductive thematic analysis, structured around globally identified PE-supported SDGs, was used to capture the points of alignment or divergence between teachers’ stated philosophies and classroom practice. Findings indicate a strong rhetorical commitment to lifelong health and holistic learning, consistent with SDGs 3 and 4. However, these intentions were constrained by exam-oriented assessment systems that narrowed curriculum delivery toward fitness-based preparation. Teachers demonstrated inclusive philosophies aligned with SDG 10, but structural barriers restricted equitable participation. Gender equality (SDG 5) was marked by a tension between stereotyped discourse and more equitable observed practice. Environmental and socio-economic dimensions of the SDGs were largely absent. This study calls for targeted efforts in China to align PE with the SDGs by explicitly mapping PE standards to the SDGs, providing teacher training on these goals, and piloting sustainability-focused assessment models. Future research should employ measurable approaches to investigate PE's contribution to sustainability education further.
Downloads
References
An, Y., Yang, J., Niu, S. J., & Wang, J. (2022). Health first: The sustainable development of physical education in Chinese schools. Sustainability, 14(5), 3133. https://doi.org/10.3390/su14053133
Baena-Morales, S., & Ferriz-Valero, A. (2025). What about physical education and Sustain-able Development Goals? A scoping review. Physical Education and Sport Pedagogy. Advance online publication. https://doi.org/10.1080/17408989.2023.2214572
Baena-Morales, S., & González-Víllora, S. (2023). Physical education for sustainable de-velopment goals: Reflections and comments for contribution in the educational frame-work. Sport, Education and Society, 28(6), 697–713.
Baena-Morales, S., Jerez-Mayorga, D., Delgado-Floody, P., & Martínez-Martínez, J. (2021). Sustainable Development Goals and physical education: A proposal for practice-based models. International Journal of Environmental Research and Public Health, 18(4), 2129. https://doi.org/10.3390/ijerph18042129
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: An underesti-mated investment in human capital? Journal of Physical Activity and Health, 10(3), 289–308. https://doi.org/10.1123/jpah.10.3.289
Bentham, H. (2013). Clearing the path that has been laid: A conceptualisation of education for sustainable development. Journal of Teacher Education for Sustainability, 15(2), 25–41. https://doi.org/10.2478/jtes-2013-0009
Bessa, C., Hastie, P., Rosado, A., & Mesquita, I. (2021). Sport education and traditional teaching: Influence on students’ empowerment and self-confidence in high school phys-ical education classes. Sustainability, 13(2), 578. https://doi.org/10.3390/su13020578
Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and ad-olescents: A review of reviews. British Journal of Sports Medicine, 45(11), 886–895. https://doi.org/10.1136/bjsports-2011-090185
Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995–2005. Adapted Physical Activity Quarterly, 24(2), 103–124. https://doi.org/10.1123/apaq.24.2.103
Bowen, G. A. (2006). Grounded theory and sensitizing concepts. International Journal of Qualitative Methods, 5(3), 12–23. https://doi.org/10.1177/160940690600500304
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Re-search in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1648268
Cheng, C., & Yu, Y. (2022). Early childhood educators’ practices in Education for Sustaina-ble Development in China: Evidence from Shandong Province. Sustainability, 14(4), 2019. https://doi.org/10.3390/su14042019
Cofie, N., Braund, H., & Dalgarno, N. (2022). Eight ways to get a grip on intercoder relia-bility using qualitative-based measures. Canadian Medical Education Journal, 13(2), 73–76. https://doi.org/10.36834/cmej.72504
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Dai, J., & Menhas, R. (2020). Sustainable Development Goals, sports and physical activity: The localization of health-related Sustainable Development Goals through sports in China: A narrative review. Risk Management and Healthcare Policy, 13, 1419–1430. https://doi.org/10.2147/RMHP.S257844
DeWalt, K. M., & DeWalt, B. R. (2002). Participant observation: A guide for fieldworkers. Walnut Creek, CA: AltaMira Press.
Dudley, D., & Cairney, J. (2021). Physical literacy: Answering the call for quality education and sustainable development. Prospects, 50(1–2), 5–11. https://doi.org/10.1007/s11125-020-09512-y
Dudley, D., Mackenzie, E., Van Bergen, P., Cairney, J., & Barnett, L. (2022). What drives quality physical education? A systematic review and meta-analysis of learning and de-velopment effects from physical education-based interventions. Frontiers in Psycholo-gy, 13, 799330. https://doi.org/10.3389/fpsyg.2022.799330
Esmaeilzadeh, S., Rodriquez-Negro, J., & Pesola, A. J. (2022). A greater intrinsic, but not external, motivation toward physical activity is associated with a lower sitting time. Frontiers in Psychology, 13, 888758. https://doi.org/10.3389/fpsyg.2022.888758
Estevan, I., Bardid, F., Utesch, T., Menescardi, C., Barnett, L. M., & Castillo, I. (2021). Ex-amining early adolescents’ motivation for physical education: Associations with actual and perceived motor competence. Physical Education and Sport Pedagogy, 26(4), 359–374. https://doi.org/10.1080/17408989.2020.1806995
Fröberg, A., & Lundvall, S. (2021). The distinct role of physical education in the context of Agenda 2030 and Sustainable Development Goals: An explorative review and sugges-tions for future work. Sustainability, 13(21), 11900. https://doi.org/10.3390/su132111900
Fröberg, A., Wiklander, P., Baena-Morales, S., & Lundvall, S. (2023). How to teach about sustainable development in physical education? Examples from the perspectives of cer-tified teachers in Sweden. Frontiers in Education, 8, 1294763. https://doi.org/10.3389/feduc.2023.1294763
Gale, N. K., Heath, G., Cameron, E., Rashid, S., & Redwood, S. (2013). Using the frame-work method for the analysis of qualitative data in multi-disciplinary health research. BMC Medical Research Methodology, 13, 117. https://doi.org/10.1186/1471-2288-13-117
García-García, J., Manzano-Sánchez, D., Belando-Pedreño, N., & Valero-Valenzuela, A. (2020). Personal and social responsibility programme effects, prosocial behaviours, and physical activity levels in adolescents and their families. International Journal of Envi-ronmental Research and Public Health, 17(9), 3184. https://doi.org/10.3390/ijerph17093184
García-Rico, L., Martínez-Muñoz, L. F., Santos-Pastor, M. L., & Chiva-Bartoll, O. (2021). Service-learning in physical education teacher education: A pedagogical model towards Sustainable Development Goals. International Journal of Sustainability in Higher Edu-cation, 22(4), 747–765. https://doi.org/10.1108/IJSHE-09-2020-0325
Grecic, D., Collins, D., & Cruickshank, A. (2024). The epistemic judgement framework: Understanding teacher decision-making in physical education. Physical Education and Sport Pedagogy. Advance online publication.
International Physical Literacy Association. (2022). About physical literacy. https://www.physical-literacy.org.uk/about/
Jiménez Lozano, S., & González-Palomares, A. (2023). “ODS 5. Igualdad de género” y Edu-cación Física: Propuesta de intervención mediante los deportes alternativos [“SDG 5. Gender equality” and physical education: A proposal for intervention through alterna-tive sports]. Retos, 49, 595–602. https://doi.org/10.47197/retos.v49.95791
Kawulich, B. B. (2012). Collecting data through observation. In C. Wagner, B. Kawulich, & M. Garner (Eds.), Doing social research: A global context (pp. 150–160). McGraw-Hill.
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 6104. https://doi.org/10.3390/su11216104
Koch, T. (1994). Establishing rigour in qualitative research: The decision trail. Journal of Advanced Nursing, 19(5), 976–986. https://doi.org/10.1111/j.1365-2648.1994.tb01177.x
Koszałka-Silska, A., Korcz, A., & Wiza, A. (2021). The impact of physical education based on the Adventure Education programme on self-esteem and social competences of ado-lescent boys. International Journal of Environmental Research and Public Health, 18(6), 3021. https://doi.org/10.3390/ijerph18063021
Kretschmer, L., Salali, G. D., Andersen, L. B., Hallal, P. C., Northstone, K., Sardinha, L. B., Dyble, M., Bann, D., & International Children’s Accelerometry Database (ICAD) Col-laborators. (2023). Gender differences in the distribution of children’s physical activity: Evidence from nine countries. International Journal of Behavioral Nutrition and Physi-cal Activity, 20(1), 103. https://doi.org/10.1186/s12966-023-01496-0
Lee, J. C.-K., & Huang, Y. (2009). Education for Sustainable Development projects and cur-riculum reform in China: The EEI and the EPD. In M. Williams & J. C.-K. Lee (Eds.), Schooling for sustainable development in Chinese communities: Experience with younger children (pp. 115–135). Springer. https://doi.org/10.1007/978-1-4020-9686-0_6
Li, G., Xi, Y., & Zhu, Z. (2022). The way to sustainability: Education for sustainable devel-opment in China. Asia Pacific Education Review, 23(4), 611–624. https://doi.org/10.1007/s12564-022-09782-5
Liu, Y., Ke, Y., Liang, Y., Zhu, Z., Cao, Z., Zhuang, J., Cai, Y., Wang, L., Chen, P., & Tang, Y. (2023). Results from the China 2022 report card on physical activity for children and adolescents. Journal of Exercise Science and Fitness, 21(1), 1–5. https://doi.org/10.1016/j.jesf.2022.10.004
Lohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. P. (2021). Teachers’ professional action competence in education for sustainable development: A systematic review from the perspective of physical education. Sustainability, 13(23), 13343. https://doi.org/10.3390/su132313343
Lundvall, S., & Fröberg, A. (2023). From individual to lifelong environmental processes: Reframing health in physical education with the Sustainable Development Goals. Sport, Education and Society, 28(6), 684–696. https://doi.org/10.1080/13573322.2022.2062320
Ma, S.-S., Zhu, Z., Cai, D., Li, C.-X., Li, Y.-X., Li, B., Zhu, S., & Geng, J. (2025). From gym to joy: The serial mediation of motor competence and health literacy in Chinese univer-sity students’ exercise–life satisfaction pathway. PLOS ONE, 20(11), e0335180. https://doi.org/10.1371/journal.pone.0335180
Male, T. (2016). Analysing qualitative data. In I. Palaiologou, D. Needham, & T. Male (Eds.), Doing research in education (pp. 177–191). SAGE.
Meng, F., Guo, J., Guo, Z., Lee, J. C.-K, Liu, G., & Wang, N. (2021). Urban ecological tran-sition: The practice of ecological civilization construction in China. Science of the To-tal Environment, 755, 142633. https://doi.org/10.1016/j.scitotenv.2020.142633
Merma-Molina, G., Urrea-Solano, M., González-Víllora, S., & Baena-Morales, S. (2023). Future physical education teachers’ perceptions of sustainability. Teaching and Teacher Education, 132, 104254. https://doi.org/10.1016/j.tate.2023.104254
MINEPS VI. (2017). Sixth International Conference of Ministers and Senior Officials Re-sponsible for Physical Education and Sport (MINEPS VI). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000231547
Muñoz-Hinrichsen, F. I., Camargo-Rojas, D. A., Grassi-Roig, M., Torres-Paz, L., Martínez-Aros, A., & Herrera-Miranda, F. (2024). Facilitadores y barreras para la inclusión de es-tudiantes con discapacidad en Educación Física en Colombia, Chile, España y Perú. Apunts Educación Física y Deportes, 158, 34–43. https://doi.org/10.5672/apunts.2014-0983.es.(2024/4).158.04
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striv-ing to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
Pope, C. (2013). Interpretive perspectives in physical education research. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 116–133). SAGE.
Purvis, B., Mao, Y., & Robinson, D. (2019). Three pillars of sustainability: In search of con-ceptual origins. Sustainability Science, 14(3), 681–695. https://doi.org/10.1007/s11625-018-0627-5
Rieckmann, M., Mindt, L., & Gardiner, S. (2017). Education for Sustainable Development Goals: Learning objectives. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247444
Rillotta, F., Raghavendra, P., & Thirumanickam, A. (2018). Inclusion of students with disa-bility at school: Impact of disability awareness training and physical activity on atti-tudes of students without disabilities [Paper presentation]. The Inclusive Education Summit, Geelong, Victoria, Australia.
Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. M. Huberman & M. B. Miles (Eds.), The qualitative researcher’s companion (pp. 305–329). SAGE Publications. https://doi.org/10.4135/9781412986274.n12
Salvo, D., Garcia, L., Reis, R. S., Stankov, I., Goel, R., Schipperijn, J., Hallal, P. C., Ding, D., & Pratt, M. (2021). Physical activity promotion and the United Nations Sustainable Development Goals: Building synergies to maximize impact. Journal of Physical Activ-ity and Health, 18(10), 1163–1180. https://doi.org/10.1123/jpah.2021-0413
Sánchez-Hernández, N., Martos-García, D., Soler, S., & Flintoff, A. (2018). Challenging gender relations in physical education through cooperative learning and critical reflec-tion. Sport, Education and Society, 23(8), 812–823. https://doi.org/10.1080/13573322.2018.1487836
State Council of the People’s Republic of China. (1994). China’s Agenda 21: White Paper on China’s Population, Environment, Development in the 21st Century: Adopted at the 16th Executive Meeting of the State Council of the People’s Republic of China on 25 March 1994. China Environmental Science Press.
Tan, X., Liu, X., & Shao, H. (2017). Healthy China 2030: A vision for health care. Value in Health Regional Issues, 12, 112–114. https://doi.org/10.1016/j.vhri.2017.04.001
Tian, W., Ge, J., Zheng, X., Zhao, Y., Deng, T., & Yan, H. (2024). Understanding the land-scape of education for sustainable development in China: A bibliometric review and trend analysis of multicluster topics (1998–2023). Humanities and Social Sciences Communications, 11(1), 1213. https://doi.org/10.1057/s41599-024-03713-y
Tobin, G. A., & Begley, C. M. (2004). Methodological rigour within a qualitative frame-work. Journal of Advanced Nursing, 48(4), 388–396. https://doi.org/10.1111/j.1365-2648.2004.03207.x
UNDP. (2020). The SDGs in Chinese cities: Progress assessment report 2020. UNDP. https://www.undp.org/china/publications/sdgs-chinese-cities-progress-assessment-report-2020
UNESCO. (2015). Quality Physical Education (QPE): Guidelines for policy makers. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000231101
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Devel-opment. https://sustainabledevelopment.un.org/post2015/transformingourworld
Whitehead, M. (2010). Physical literacy: Throughout the lifecourse (1st ed.). Routledge. (ISBN 9780415487436)
Yuan, X., & Yu, L. (2024). Integrating Sustainable Development Goals in China’s education curriculum: Analysis and future directions. Geo: Geography and Environment, 11(1), e00145. https://doi.org/10.1002/geo2.145
Zhou, R. (2024). Education for sustainable development in China: Experiences from school teachers’ perspectives and enactments. Discover Sustainability, 5(1), 388. https://doi.org/10.1007/s43621-024-00617-4
Zhou, R. (Kevin), & Lee, N. (2022). The reception of Education for Sustainable Develop-ment (ESD) in China: A historical review. Sustainability, 14(7), 4333. https://doi.org/10.3390/su14074333
