Abstract

The role of structured, school-based physical and health education (PHE) in shaping sustainability behaviors and promoting national development remains critically underexplored. This paper addresses this gap by examining the synergistic potential of PHE within the Education for Sustainable Development (ESD) framework. A comprehensive narrative review was conducted, synthesizing literature on sustainable development (SD), ESD, and the physiological, social, and cognitive benefits of PHE. The analysis focuses on curriculum design, policy implications, and practical implementation strategies. The findings indicate that PHE is a powerful vehicle for ESD, capable of instilling pro-environmental behaviors, promoting health equity, and developing transferable skills like cooperation and critical thinking. However, its potential is largely untapped due to systemic under-prioritization, inadequate funding, and insufficient policy support, particularly in developing nations. PHE to effectively contribute to sustainable national development, it must be strategically integrated into national education policies and supported by coordinated action from government, non-governmental organizations, and educational institutions. This requires adequate funding, robust policy formulation, and full implementation that recognize PHE as a core component of holistic education.

Keywords

Physical Education, Health Education, Education for Sustainable Development (ESD), Sustainability Behavior, National Development, Curriculum Design