What Can Cooperative Learning Do? Embedding the SDGs in University Physical Education in China

Bibliographic Data

ID21446504
AuthorsLei Liu (0000-0002-4422-7325, College of Public Basic Courses Xingzhi College Zhejiang Normal University Jinhua China), Mohammed R Alzahrani (0000-0002-5272-5471, Department of Psychology, Faculty of Education Umm Al‐Qura University Makkah Saudi Arabia), Ying Wei (0009-0004-9401-0855, School of Journalism Fudan University Shanghai China), Mohammadreza Tavakoli Baghdadabad (0000-0002-0961-9454, Business School Western Sydney University Sydney Australia, corresponding author), K S Savita (0000-0002-6592-0890, Department of Computing Universiti Teknologi PETRONAS Seri Iskandar Perak Malaysia, corresponding author)
Year2026
Volume61
Issue1
Publication date2026-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70339
OpenAlexW4416808904
LanguageEN
References cited42

This study investigates how cooperative learning can serve as an effective pedagogical tool for embedding the Sustainable Development Goals (SDGs) into university‐level physical education (PE) in China. Drawing on Education for Sustainable Development (ESD) principles, the research focuses on SDG 3 (Good Health and Well‐being), SDG 4 (Quality Education) and SDG 5 (Gender Equality), aiming to examine whether structured group‐based PE activities can cultivate students' awareness, attitudes and competencies aligned with these goals. Employing a mixed‐methods single‐case study in China, the intervention engaged 48 first‐year students over a semester‐long PE course structured around three cooperative learning modules: healthy lifestyles, gender equity in sports, and inclusive teamwork. Data were collected through surveys, interviews, classroom observations and reflection journals. Results show significant improvements in student engagement, SDG awareness, social responsibility and inclusive attitudes. Qualitative findings highlight students' evolving perspectives on gender equality, personal health and collaborative learning. The study contributes empirical evidence to the emerging field of SDG‐oriented PE, particularly in non‐Western higher education contexts, and argues for the integration of cooperative pedagogies in physical education as a pathway toward socially sustainable education

China · Cooperative education · Cooperative learning · Education for sustainable development · Empirical research · Equity (law) · Higher education · Physical education · Sustainable development · Children's Physical and Motor Development · Physical Education and Pedagogy · Sustainability in Higher Education

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