Exploring physical literacy: insights from Indonesian and Japanese university students

Physical literacy is widely promoted in Western countries for its benefits to education and public health. However, its integration into educational systems in Asia, particularly in Indonesia and Japan, remains limited. Japan has a strong tradition of physical education rooted in cultural practices, while Indonesia faces greater challenges in awareness and implementation. This study explores student perspectives on physical literacy in these two contrasting contexts to examine its broader adoption. A qualitative approach was used, with three focus group interviews involving 19 students (13 from Indonesia, 6 from Japan). Thematic analysis revealed two key themes: knowledge and cultural behavior. Most participants were unfamiliar with the term ‘physical literacy’, often linking literacy only to reading and writing. Despite limited familiarity with the term, Japanese students demonstrated understandings and practices consistent with physical literacy that were embedded in everyday cultural and educational experiences. In contrast, Indonesian students described more constrained opportunities to develop and express physical literacy, shaped by environmental conditions and sociocultural expectations, including gender-related norms. The findings emphasize that cultural and environmental factors significantly influence physical literacy, underscoring the need for localized approaches to promote more active, health-conscious lifestyles.