Abstract
Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers’ (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the validated SCQ-S instrument to measure the three dimensions of sustainable development in three components of consciousness (attitudes, knowledge and behaviours). The results obtained show that the PETs have a high consciousness for sustainable development (SD), except for attitudes within the economic dimension. Sex has been identified as a variable that determines awareness in sustainability with significantly higher scores for women in all the variables evaluated, except for knowledge and behaviour in the social dimension. These findings provide new knowledge within the Physical Education and SD paradigm, serving as a link for future research that aims to harness the benefits of Physical Education for the sustainability of the planet.
Highlights
This global problem has meant that, for years, the leading intergovernmental institutions have been trying to establish a series of strategies that allow for the sustainable development (SD) of the planet
The first was the development of the Millennium Development Goals (MDGs), which consisted of eight goals that sought to achieve SD mainly in developing countries [9]
In the specific case of Physical Education, it seems to possess a series of intrinsic characteristics that allows it to contribute to sustainability through its three main dimensions and the SD Goals (SDGs) [15,16,17]
Summary
This global problem has meant that, for years, the leading intergovernmental institutions have been trying to establish a series of strategies that allow for the sustainable development (SD) of the planet. In order to achieve a more sustainable world, the sustainability issues described in SDGs must be addressed in education, and the education community (teachers and learners) must become agents of change This is only possible if the different actions, such as learning and teaching of content, development of competencies and utilisation of methods, are dealt with in a specialised and subject-conscious manner. In the specific case of Physical Education, it seems to possess a series of intrinsic characteristics that allows it to contribute to sustainability through its three main dimensions and the SDGs (environmental, social and economic) [15,16,17]. Such an endeavour necessitates the improvement of both initial education and lifelong learning of PETs [29]
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