How to bridge the physical education curriculum and competencies for sustainable development? pre-service teachers’ perspectives

Traditionally associated with physical wellness, Physical Education (PE) is now recognized as a platform for holistic education aligned with sustainable development goals (SDGs). Spanish universities are committed to integrating these goals into their curricula. In this sense, a key challenge for Education for Sustainable Development (ESD) lies in transforming teaching approaches to integrate sustainability within specific subjects like PE, where pre-service teachers’ perceptions play a vital role in shaping innovative and effective strategies for this integration. This study explored the perspectives of key informants on the integration of sustainability into the core elements of the Spanish PE curriculum. The study sample included 75 final-year Physical Activity and Sport Sciences students. Adopting a phenomenological approach, data was collected through semi-structured interviews focused on practical applications of sustainability competencies in PE. The qualitative data was analysed in three stages using Atlas.ti v.7.5.18 software: data organization, category coding, and semantic network structuring. The findings, categorized into six meta-categories – objectives, content, methods, student roles, learning environment, and assessment – highlighted the importance of cultivating awareness about the long-term consequences of actions, promoting healthy lifestyles and reducing waste. Content focused on traditional sports, values, and non-polluting transport, while teaching methods included cooperative learning, problem-solving, and roles simulation. Formative assessment, particularly self – and peer-assessment, emerged as crucial for promoting reflection and growth in sustainability competencies. In conclusion, a sustainability-focused pedagogical approach in PE requires diverse, student-centred, and reflective teaching methods to develop environmental, economic, and social competencies. From the pre-service teachers’ perspective, this study offers a foundation for creating a pedagogical model to incorporate competencies for sustainable development in PE. Future research could refine, implement, and evaluate the effectiveness of this model in fostering sustainability competences.