The United Nations' Sustainable Development Goals (SDGs) , adopted by all United Nations member states in 2015, are 17 interrelated objectives designed to promote a sustainable future for people and the planet. These goals are operationalized through 169 specific targets, 25 of which this paper demonstrates can be meaningfully integrated into physical education (PE) teaching practice. Models-based practices (MBPs), such as Cooperative Learning, Sport Education, and Teaching Personal and Social Responsibility, offer effective pedagogical frameworks for advancing the SDGs within PE. The paper discusses these existing models and emerging alternatives that broaden the pedagogical repertoire available to educators. Furthermore, this paper identifies key challenges in the discipline and proposes solutions, including curriculum reform, a reorientation toward transformative learning perspectives, and a reconceptualization of health and well-being. The crucial role of universities and service-learning initiatives is emphasized in preparing future PE teachers to align their practice with the SDGs. Finally, the analysis highlights persistent global and local barriers to implementation, such as inadequate infrastructure, heavy academic workloads, and limited recognition of the holistic benefits of PE and physical activity.
Čučković et al. (Tue,) studied this question.