A mixed-methods comparison of physical education curriculum reforms and structure: teachers’ voices from China and Pakistan

Purpose Guided by Comparative Curriculum Theory, the current study examined and compared PE teachers’ perceptions of curriculum reforms and structure at the secondary school level in China and Pakistan. Methods An explanatory sequential mixed -methods research design was used in this study. The study combined a cross-sectional survey of 434 PE teachers (217 from China and 217 from Pakistan) with qualitative in-depth interviews involving 14 PE teachers (7 from China and 7 from Pakistan). Quantitative data were analyzed statistically, while qualitative data were analyzed thematically to provide a deeper understanding of the survey findings. Results Both datasets revealed significant differences across all dimensions between China and Pakistan. Teachers from China reported more positive perceptions regarding the PE curriculum reforms and structure of PE. In contrast, Pakistani teachers reported less favorable perceptions of PE curriculum reforms and structure at the secondary school level. The qualitative findings revealed differences in curriculum governance, organizational coordination, and implementations capacity between the two countries. Implications Findings suggest that effective PE curriculum reforms not only depends on curriculum design bur also on governance arrangement and institutional support. Systematically aligned curriculum systems may appear to enhance coherence and effective implementation in PE, while inconsistent and outdated structure may limit the effectiveness of reform. These highlight the need and importance of context-sensitive policy development and stronger implementation support to improve secondary school PE.