Sustainability-oriented learning in physical education and health (PEH)? A document analysis of the Swedish syllabi

ABSTRACT

In this paper, we add to the literature by exploring how sustainable development (SD) and sustainability-oriented learning, are reflected in the Swedish compulsory school and upper secondary school physical education and health (PEH) syllabi. The source of data was the PEH syllabi and the commentary material, as produced by the Swedish National Agency of Education. These were qualitatively analysed through document and thematic analysis using two educational guideline resources as guiding frameworks. We found no explicit statements related to SD in the PEH syllabi for the compulsory school and upper secondary school. In the commentary materials, however, there were explicit statements made in relation to outdoor life and nature and ergonomics. We also found links possible between the PEH syllabi and totally five SDGs as the syllabi stands today. Our analysis signals a lack of conceptualisation of SD, but also openings for working with these perspectives, and to address these in the Swedish PEH syllabi.

KEYWORDS:

• Curriculum
• environment
• school
• social
• pedagogy

Introduction

The present paper is concerned with sustainable development (SD), and sustainability-oriented learning within the school subject physical education and health (PEH). As a compulsory part of the school curriculum in several countries, PEH touches on the four areas education, physical activity, sport and health that all have been linked to the global sustainability agenda in one way or another (see, e.g. Laurie et al., 2016; Lindsey & Darby, 2019; Mong & Standal, 2019; Salvo et al., 2021).

Education for sustainable development

Education has been acknowledged as one critical measure to fulfil the 17 SD goals (SDGs) that is part of the 2030 agenda (Laurie et al., 2016). In this sense, education is not only addressed directly as the SDG Quality Education but is also acknowledged to have essential contribution to the other 16 SDGs. According to Nikel and Lowe (2010), quality education covers the dimensions effectiveness, efficiency, equity, responsiveness, relevance, reflexivity and sustainability. Through sustainability-oriented education, students can possess sustainability competences to deal with contemporary and future challenges (Kioupi & Voulvoulis, 2019).

Among the different terms and concepts used in relation to SD, education and learning (e.g. education for SD and sustainability-oriented learning), we borrow from Wals (2019, p. 63) who uses sustainability-oriented learning and argues that:

Sustainability learning in the context of sustainability implies and, indeed, demands a certain freedom to explore alternative paths of development and new ways of thinking, valuing, and doing. If we were to make an attempt to define sustainability-oriented learning, we might say that it is an organic and relational process of continuous framing, reframing, tuning and fine-tuning, disruption and accommodation, and action and reflection, guided by a moral compass of doing what is right and inspired by an ethic of care.

In this paper, we use Wals’ concept sustainability-oriented learning to put education for sustainability in the context of the SDGs objectives and competencies.

Moreover, acknowledging education as a main driver to realise the SDGs means that school is a key domain for addressing SD. In school, consideration must be given to what people need to know and be able to do to meet the needs of tomorrow, thus having an idea about what students need to learn in terms of knowledge and skills, and attitudes and values. In this sense, teachers play a potentially critical role as those positioned at the heart of the micro-level in education, and as those being responsible for educating future generations to address the global challenges that humanity is facing (see e.g. Boeren, 2019; Bürgener & Barth, 2018). Creating environments that ‘breathe sustainability’, as Wals (2019, p. 63) describes it, is a challenge for schools and demands new ways of critical thinking and action. Here, it should be stressed that school curriculums (the outline of the programmes of study) and syllabi (the summary outline of a specific course) are critical steering documents that have implications for what is taken place within and beyond the classroom. Syllabi provide information that teachers are expected to use and relate to during planning, and assessment and grading. In relation to SD, some educational guideline resources have also been developed by organisations and institutions, such as the United Nations Educational, Scientific and Cultural Organization (UNSECO) and Commonwealth. These resources aim to support policymakers, curriculum developers and educators on how to use education in helping to achieve the SDGs, thus supporting those involved in planning and delivering education and learning to bring about changes needed for people to lead fulfilling lives (Osman et al., 2017; Rieckmann et al., 2017).

Physical education for sustainable development

Although SD may be understood as something that is common to all subjects and schools in general, the present paper focuses on PEH. In general, PEH concern the areas movement education, sport and health, and covers themes such as motor skills, health-related fitness, active lifestyle, and personal and social development (Hardman et al., 2014). In many ways, PEH may be one important cornerstone to the holistic development of students, including development of crucial physical, psychological and social skills (Howells, 2019). Some of the subject areas that are unique to PEH, such as movement education, sport and health, may be particularly interesting to explore from the perspectives from SD and sustainability-oriented learning. It has been suggested that PEH may contribute, directly or indirectly, to several SDGs, yet little is known about how SD can be understood, framed and integrated in PEH (Fröberg & Lundvall, 2021). Some recent papers have explored links between PEH and SD, including how PEH may contribute to the 2030 agenda and the SDGs (see e.g. Baena-Morales & González-Víllora, 2022; Baena-Morales, Jerez-Mayorga, et al., 2021; Lohmann et al., 2021). In one paper, Lohmann et al. (2021) suggested that SD may already be implemented and discussed in the field of PEH. Other papers discuss how changes in pedagogy can create sustainability-oriented transformations of learning perspectives (Lundvall & Fröberg, 2022). And still others explore links between PEH and SD. It has been recognised that aspirations towards integrating SD in PEH should be done without neglecting the core aims, including learning about physical activity and health (Baena-Morales & González-Víllora, 2022). Baena-Morales, Jerez-Mayorga, et al. (2021) found that 24 targets from eight SDGs could be addressed in PEH. Some suggested links between PEH and the three dimensions of sustainability (social, environmental and economic) include promotion of physical and psychological health, promotion of environmental awareness and care (e.g. active transportation), as well as promotion of employability-related skills, such as cooperative and collaboration skills (see e.g. Baena-Morales & González-Víllora, 2022).

Despite the growing interest, relatively little is known about SD in PEH. One study found that PEH teachers generally have high awareness of SD with the exception for the economic dimension (Baena-Morales, Ferriz-Valero, et al., 2021). Little is also known regarding how SD is reflected in the PEH syllabi. To the best of our knowledge, the study by Olive and Enright (2021) is one of the first to explore how SD is articulated in the PEH syllabus. They focused on the Health and PE learning area of the Australian Curriculum and found that issues of sustainability were addressed to a limited extent in primary and secondary education. In this paper, we therefore add to the literature by exploring how SD, and sustainability-oriented learning, are reflected in the Swedish compulsory school and upper secondary school PEH syllabi. We do this against the background of the 2030 agenda and the SDGs. The research question that guided this paper was what SDG-oriented learning objectives and competencies that are present in the Swedish compulsory school and upper secondary school PEH syllabi?

Context

In Sweden, the latest Curriculum for the compulsory school, preschool class and school-age educare (CCS) (2018) (grades 1–9, approximately ages 7–15 years) and the Curriculum for the upper secondary school (CUS) (2013) (grades 10–12, approximately ages 16–18 years) were introduced in 2011. They contain the sections fundamental values and tasks of the school, overall goals and guidelines, school-age educare and syllabi. Fundamental values and tasks of the school include statements about the importance of developing understanding and compassion for others, a description of rights and obligations, and overall tasks of the school. The section overall goals and guidelines addresses norms and values, knowledge, the school and the surrounding world, and assessment and grades. These sections explicitly address SD that is common to all subjects and the school in general. For example, for compulsory school, it is stated that (CCS, 2018, p. 8):

An environmental perspective provides opportunities not only to take responsibility for the environment in areas where they themselves can exercise direct influence, but also to form a personal position with respect to overarching and global environmental issues. Teaching should illuminate how the functions of society and our ways of living and working can best be adapted to create sustainable development.

It is also stated that students on completing compulsory school ‘has obtained knowledge about the prerequisites for a good environment and sustainable development’ (CCS, 2018 , p.12). For upper secondary school, it is stated that ‘education should illuminate how the functions of society and our ways of living and working can best be adapted to create sustainable development’ (CUS, 2013, p. 6), and the schools are responsible to ensure that students ‘can observe and analyse the interaction between people in their surroundings from the perspective of sustainable development’ (CUS, 2013, p. 8).

Although revised versions of these curriculums will be implemented during the school year 2022–2023, the statements made about SD are similar to the previous ones. As described above, the Swedish curriculums address SD that is common to all subjects and the school in general. However, we were specifically interested in how SD is reflected in the Swedish PEH syllabi.

In Sweden, the subject has a long history that dates back to the Ling gymnastic during the mid-nineteenth century, which focused on good posture, gymnastics, self-discipline and moral development (see an overview in e.g. Quennerstedt et al., 2008). In 1980, the subject was named ‘Physical education’, and the content was largely influenced by sports performance and social development. Later, in 1994, the subject changed its name from ‘Physical education’ to ‘Physical education and health’, thus emphasising the health perspective of the subject.

Today, Swedish PEH in compulsory school covers three core content areas movement, health and lifestyle, and outdoor life and activities (outdoor visits). Among others, the core content includes complex movements in games, sports and other movement activities (e.g. dance), indoors and outdoors, different aspects of health, and safety and consideration in connection with various activities (PEH, 2022). For upper secondary school, teaching in PEH includes core contents, such as the importance of planning, enacting, and evaluating physical activity and lifestyle for health, training methods and their effects, outdoor environments, and nature as arenas for physical activity and recreation (PEH-1, 2010).

In the next section, we outline the source of data we used to explore the research question of this paper.

Source of data

The source of data used in this paper was the PEH syllabi for the compulsory school and upper secondary school, and the supporting commentary material, located and downloaded from the Swedish National Agency for Education’s (SNAE) website (www.skolverket.se). For compulsory school, we focused on the newly revised version of the PEH syllabus about to be implemented during the school year 2022–2023 (PEH, 2022). For upper secondary school, we focused on the PEH-1 syllabus as this course is compulsory for all students, while the remaining are optional (PEH-1, 2010). Each syllabus contains three main sections: (i) a description of the aim of the subject, (ii) an outline of the core content and (iii) the knowledge requirements for the grades E, C and A (E representing pass).

In addition to these two PEH syllabi, the SNAE also provides teachers with supporting commentary material that aims to provide a broader and deeper understanding of the selections and positions behind the texts in each syllabus. These documents were also located and downloaded from the SNAE’s website (SNAE, 2011, 2022).

Analysis

The compulsory school and upper secondary school PEH syllabi and the commentary material were analysed through document analysis. Document analysis is a systematic procedure that can be used to explore written text that requires that ‘data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge’ (Bowen, 2009, p. 27). The document analysis procedure involves synthesising data in the form of quotations, excerpts and entire passages (Bowen, 2009). In the analysis process, as described below, we used thematic analysis to do so (Braun & Clarke, 2006, 2019; Nowell et al., 2017). Furthermore, we used two educational guideline resources from UNESCO and Commonwealth as our guiding frameworks (Osman et al., 2017; Rieckmann et al., 2017). These frameworks are not to be seen as theoretical epistemic references, instead they represent policy documents produced by two established organisations. Our motives for selecting these two resources are that they have been developed by UNESCO and Commonwealth with the aim to suggest how education on a general level may be used in helping to achieve the SDGs. The two resources, which are further described below, provide suggestions on learning objectives and competencies that are oriented towards the 17 specific SDGs. Therefore, we refer to these as SDG-oriented learning objectives and competencies.

Guiding frameworks

The education for sustainable development goals: learning objectives

UNESCO’s educational guideline resource Education for Sustainable Development Goals: Learning Objectives provide suggestions on SDG-oriented learning objectives across the SDG (Rieckmann et al., 2017). For each SDG, the learning objectives are divided into cognitive, socio-emotional and behavioural domains. The cognitive domain comprises knowledge and thinking skills necessary to better understand the SDG and the challenges in achieving it. The socio-emotional domain includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves. Finally, the text about behavioural domain describes action competencies. In total, 255 SDG-oriented learning objectives are suggested. Two examples of these learning objectives for the SDG Good Health and Well-Being are (i) ‘the learner knows conceptions of health, hygiene and well-being and can critically reflect on them, including an understanding of the importance of gender in health and well-being’ (Rieckmann et al., 2017, p. 16); and (ii) ‘the learner is able to include health promoting behaviours in their daily routines’ (Rieckmann et al., 2017, p. 16).

The curriculum framework for the sustainable development goals

Commonwealth’s educational guideline resource Curriculum framework for the Sustainable Development Goals provides suggestions on SDG-oriented learning outcomes for primary (n = 279) and secondary (n = 316) education across the 17 SDGs (Osman et al., 2017). The SDG-oriented learning outcomes are divided into three sets of competencies. The first set of competence involves knowledge and understanding, such as understanding of social, environmental, and economic challenges and complexities, understanding of local, national, and global challenges and complexities, knowledge to respond to these challenges and complexities, multiple literacies and life skills. The second set of competence involves skills and applications, such as independent learning and critical thinking, ability to identify and solve problems, and to set goals, capacity to think independently, self-reflective and reflective skills. The third set of competence involves values and attitudes, such as commitment to justice, confidence, resilience and adaptability, openness, respect for diversity.

Some examples of suggested SDG-oriented learning outcomes for the SDG Good Health and Well-Being are (i) ‘engage in various activities for health, fun, and development of motor skills’ (Osman et al., 2017, p. 25); and (ii) ‘tolerance, respect and understanding of others’ differences and emotions’ (Osman et al., 2017, p. 25).

Analytical process

Prior to the analysis, we had read several publications in the field of SD, education for SD and the 2030 agenda. We had also published papers where we have explored links between PEH, SD and the 2030 agenda (see Fröberg & Lundvall, 2021, 2022; Lundvall & Fröberg, 2022). In addition, although we already were familiar with the aim, core contents and knowledge requirements of PEH, we had less experience from reading the syllabi and the commentary material through the perspective of SD and SDG-oriented learning objectives and competencies. This was a somewhat new way for us to read these steering documents, and we began by familiarising ourselves with the syllabi and the commentary material through SD. In practice, this meant that we read the syllabi and the commentary material while reflecting about, for example, in what way these addressed SD perspectives on movement, health and lifestyle, and outdoor life and activities. This also involved familiarising ourselves with the guiding frameworks and the suggested SDG-oriented learning objectives and competencies. Thereafter, we conducted two types of analyses as described below.

The first analysis: explicit statements

In our first analysis, we focused on explicit statements related to SD. In doing so, we searched the compulsory school and upper secondary school PEH syllabi and the commentary material for quotations, excerpts and entire passages containing words such as ‘sustainable’, ‘sustainability’ and ‘sustainable development’. Any explicit statement related to SD that contained these words was extracted from the PEH syllabi and the commentary material to a text sheet created for this paper.

The second analysis: implicit statements

In our second analysis, we looked for implicit statements related to SD. Compared to the first analysis, this involved a more generous reading, allowing us to look beyond what was explicitly stated about SD in the compulsory school and upper secondary school PEH syllabi (the commentary material was not included in this analysis). Here, we first used a qualitative thematic analysis to produce (or generate) themes within the data (in this case, the text in the PEH syllabi). After the thematic analysis, we searched for SDG-oriented learning objectives and competencies, as available in the guiding frameworks, that could be linked to the themes.

The thematic analysis was conducted in five steps (see Braun & Clarke, 2006, 2019; Nowell et al., 2017). In the first step, we familiarised ourselves with the two PEH syllabi and the guiding frameworks, as described above. During this process, we took notes and marked initial ideas for the analysis. Then one of us exported text from three main sections in the PEH syllabi to an external table: (i) the description of the aim, (ii) core content and (iii) the knowledge requirements for grade E. Each sentence was given an individual row. In the second step, we undertook an in-depth reading and codes (synthesised extracts from syllabi) were created. For example, codes could contain of sections in the syllabi that dealt with core contents, such as to (i) plan and implement activities, (ii) complex movement in games, sports and other activities, both indoors and outdoors, and (iii) dance and movement to music. In the third step, codes with similar features were then merged and tentative themes produced. In the case with the three codes above, these were merged into the theme plan, implement and adapt movements activities. The produced tentative themes were reviewed and revised until a final set was decided on, as the fourth step. Finally, in the fifth step, the themes were defined and labelled.

After we had produced themes, we conducted the last part of our second analysis. Here we searched for SDG-oriented learning objectives and competencies in the guiding frameworks that could be linked to the themes. This analysis was conducted at a latent level, and we used a back-and-forth process that allowed us to move between the guiding frameworks and the produced themes. For example, in the PEH syllabi for the upper secondary school, the theme Ideals and norms, and moral and ethical perspectives contained the code awareness and challenge stereotypes, and gender equality and identity. In our analysis, we could link the SDG-oriented learning objective ‘the learner is able to recognize and question traditional perception of gender roles in a critical approach, while respecting cultural sensitivity’ (Rieckmann et al., 2017, p. 20) to this theme. When we had completed our analysis, we reviewed our findings and decided on a final set of links between the SDG-oriented learning objectives and competencies and the themes. Table 1 presents examples of the produced themes and codes from the compulsory school and upper secondary school PEH syllabi, and links to SDG-oriented learning objectives and competencies.

Table 1. Examples of themes and codes (synthesised extracts from syllabi) from the PEH syllabus, respectively and links to SDG-oriented learning objectives and competencies.

Theme	Codes (synthesised extracts from syllabi)	Links to SDG-oriented learning objectives and competencies
Compulsory school
Plan, implement and adapt movements activities	Section: aim Move without restriction across contexts Plan, implement and evaluate activities Carry out and adapt time recreational and outdoor life Section: core content Complex movement in games, sports and other activities (indoors and outdoors) Various forms of dance and movement to music Section: knowledge requirements Plan and implement activities	‘The learner is able to include health promoting behaviours in their daily routines’ (SDG#3)^a ‘The learner is able to plan, implement, evaluate and replicate strategies that promote health, including sexual and reproductive health, and well-being for themselves, their families and others’ (SDG#3)^a ‘Application of understanding to real life, such as personal hygiene and sanitation, and healthy living (e.g. food choices and exercise)’ (SDG#3)^b ‘Engage in various activities for health, fun, and development of motor skills’ (SDG#3)^b
Upper secondary school
Ideals and norms, and moral and ethical perspectives	Section: aim Awareness and challenge stereotypes (masculine and feminine) and gender equality and identity Inform about body ideals Issues of ethics and morality related to sport	‘The learner is able to recognize and question traditional perception of gender roles in a critical approach, while respecting cultural sensitivity’ (SDG#5)^a ‘The learner is able to reflect on their own gender identity and gender roles’ (SDG#5)^a ‘The learner is able to identify and speak up against all forms of gender discrimination and debate the benefits of full empowerment of all genders’ (SDG#5)^a ‘The learner is able to observe and identify gender discrimination’ (SDG#5)^a ‘Social construction of gender. Gender dynamics in roles, professions, sport and households’ (SDG#5)^b ‘The learner is able to negotiate the rights of different groups based on shared values and ethical principles’ (SDG#10)^a

Abbreviations: SDG, Sustainable development goals.

Note: SDG#3 is Good Health and Well-Being; #5 is Gender Equality; and #10 is Reduced Inequalities.

^aSDG-oriented learning objectives from UNESCO (Rieckmann et al., 2017) as quotes from pages 16 (SDG#3), 20 (SDG#5), and 30 (SDG#10).

^b SDG-oriented competencies from Commonwealth (Osman et al., 2017) as quotes from pages 25 (SDG#3) and 34 (SDG#5).

In thematic analysis, the researchers themselves are critical instruments in the analytical procedure. In the two types of analyses, we undertook a collaborative approach that allowed for a nuanced reading and interpretation of the data. Together, we have long experience from teaching PEH, as well as from teaching at PEH teacher education programmes. We also had conducted research within the field of PEH.

Below, we present and discuss our findings, and quotes and excerpts from the compulsory school and upper secondary school PEH syllabi and the commentary material were translated by us from Swedish to English.

Findings

Compulsory school

In our first analysis, we found no explicit statements related to SD in the syllabus. However, one explicit statement was found in the commentary material. This statement was made in relation to outdoor life and activities (SNAE, 2022, p. 7):

Staying in nature also contributes to seeing nature as a common resource to which a lifelong relationship can be established. Teaching in nature can thus provide a clear connection to a sustainability perspective, something that is linked to the curriculum’s overall goals and to the right of public access. [our translation]

The second analysis allowed us to look for implicit statements related to SD. In this analysis, we produced six themes: (i) plan, implement and adapt movements activities, (ii) knowledge about health and health-related factors, (iii) healthy lifestyles, (iv) cooperation and respect, (v) safety and risks and (vi) positions, values and norms. The number and types of SDG-oriented learning objectives and competencies we could link to compulsory school PEH syllabus are summarised in Table 2. Furthermore, we could link these themes to learning objectives and competencies for the five SDGs Good Health and Well-Being, Gender Equality, Reduced Inequalities, Peace, Justice and Strong Institutions, and Partnerships for the Goals. We could link the themes plan, implement and adapt movements activities, knowledge about health and health-related factors, and healthy lifestyles to several learning objectives and competencies for the SDG Good Health and Well-Being. For example, these three themes represent descriptions in the compulsory school PEH syllabus that deal with the ability to move without restriction across contexts, and plan, implement and evaluate activities, as well as core contents, such as complex movement in sports and other activities, and various forms of dance and movement to music. In addition, that the students should develop knowledge about what factors affect their physical capacity, and how different types of activities involving physical movement relate to physical, mental and social health. This we could link to learning objectives and competencies, such as to be able to include health-promoting behaviours in the daily routines, to know conceptions of health and well-being and be able to critically reflect on them, and to be able to plan, implement, evaluate strategies that promote health and well-being.

Table 2. The number and types of SDG-oriented learning objectives and competencies that we could link to compulsory school and upper secondary school PEH syllabus, respectively.

#SDG	Learning objectives^a			Compentencies^b
	Cognitive	Socio-emotional	Behavioural	Knowledge and understanding	Skills and applications	Values and attitudes
Compulsory school PEH syllabus
#3 Good Health and Well-Being	4	3	2	5	3	2
#5 Gender Equality	–	2	–	–	1	–
#10 Reduced Inequalities	–	–	–	2	–	2
#16 Peace, Justice and Strong Institutions	–	–	–	–	–	1
#17 Partnerships for the Goals	–	–	–	–	2	1
Upper secondary school PEH-1 syllabus
#3 Good Health and Well-Being	3	3	2	4	6	3
#5 Gender Equality	–	3	1	1	–	–
#10 Reduced Inequalities	–	1	–	–	––	–

Abbreviations: PEH, Physical education and health; SDG, Sustainable development goal.

^a SDG-oriented learning objectives from UNESCO (Rieckmann et al., 2017).

^b SDG-oriented competencies from Commonwealth (Osman et al., 2017).

Furthermore, the compulsory school PEH syllabus describes a subject where students can act safely and prevent risks during various activities, and handle emergencies on land and by water (e.g. to receive the grade E, the student must swim 200 m, of which 50 m are in the back position). Such descriptions produced the theme safety and risk. Risk reduction and prevention strategies, as well as first aid skills, are learning objectives and competencies to be found for the SDG Good Health and Well-Being in the guiding frameworks.

Moreover, the compulsory school PEH syllabus also describes a subject where students can develop their ability to work together and show respect for others. These descriptions produced the theme cooperation and respect; and we found links between this theme and several learning objectives and competencies for the SDG Good Health and Well-Being, Reduced Inequalities, Peace, Justice and Strong Institutions, and Partnerships for the Goals in the guiding frameworks.

The theme positions, values and norms could be linked to the three SDGs Good Health and Well-Being, Gender Equality, and Reduced Inequalities. Here, the compulsory school PEH syllabus describes a subject that aims to develop the ability to spend time in nature during different seasons, to develop an understanding of the value of an active outdoor life, as well as to take a stand on issues related to, for example, sports and outdoor life. The core contents of the compulsory school PEH also include body ideals and norms within different movement cultures. We could link this theme to learning objectives and competencies, such as communicate about issues of health, and to argue in favour of prevention strategies to promote health and well-being. In addition; to recognise and question traditional perception of gender roles in a critical approach and reflect on gender roles.

Upper secondary school

There were no explicit statements related to SD in the upper secondary school PEH-1 syllabus. There were, however, as in compulsory school, explicit statements to be found in the commentary material. One of these statements discusses outdoor life and nature in the following way (SNAE, 2011):

Outdoor environments and nature provide opportunities for more varied movement activities as well as for recreation and stimulation. It is about learning to use and stay in these environments, to develop knowledge about them, and about how they can be used for a safe way for the individual and society. Teaching in nature provides a clear connection to an ecological sustainability perspective. [our translation]

This extract from the commentary material indicates that PEH-1 describes a subject where teaching in nature provides a clear connection to an ecological sustainability perspective. It is also specified that the term ‘outdoor environments’ refers to all outdoor environments, including sports and other activity facilities, the local environment around the school facilities, as well as the town or city. In addition to outdoor life and nature, the commentary material contains another explicit statement related to SD in relation to ergonomics (SNAE, 2011):

In the core content, ergonomic aspects mean that the student shall develop knowledge of ergonomic adaptation, and that the student can adapt his/her movements to work-related situations. The subject’s specific contribution to a sustainable society is that the student develops a physical ability so that he or she can function as a “sustainable” human being. [our translation]

Interesting are the quotation marks that surround the term sustainable. These quotation marks may be interpreted as scare quotes that, according to the Cambridge Dictionary, generally surrounds words or phrases that are used in a special way, or in a way that may not be correct or true. Or to a less reflected use or understanding of the concept sustainability.

From our first analysis, we can conclude that there are few explicit statements related to SD in the upper secondary school PEH-1 syllabus and commentary material. Our second analysis produced the following four themes: (i) plan, implement and adapt movements activities, (ii) knowledge about health and health-related factors, (iii) safety and risks and (iv) ideals and norms, and moral and ethical perspectives. Table 2 summarises the number and types of SDG-oriented learning objectives and competencies that we could link to the upper secondary school PEH-1 syllabus. We could link these themes to learning objectives and competencies for three SDGs. These were Good Health and Well-Being, Gender Equality and Reduced Inequalities. We could also link several themes to several learning objectives and competencies for the SDG Good Health and Well-Being. In relation to the two themes plan, implement and adapt movements activities and knowledge about health and health-related factors, the upper secondary school PEH-1 syllabus describes a subject where students develop knowledge about the importance of lifestyle and physical activity. According to the syllabus, PEH-1 should also give students opportunities to develop the ability to plan and carry out physical activities for health, with core contents, such as training methods (e.g. fitness and coordination), and movement to music and dance. This we could link to several learning outcomes and competencies for the SDG Good Health and Well-Being, such as being able to include health-promoting behaviours in the everyday routines, knows conceptions of health and well-being and being able to critically reflect on them, as well as being able to access health information.

Moreover, the upper secondary school PEH-1 syllabus also describes a subject with core contents such as safety in connection with physical activities and outdoor life, and measures in the event of injuries and emergencies, including life-saving activities. From these descriptions, our analysis produced the theme safety and risks that we also could link to learning outcomes and competencies for the SDG Good Health and Well-Being in the guiding frameworks, such as knowledge about relevant prevention strategies, abilities to identify and evaluate risks, and principles of first aid.

Another theme that was produced from our second analysis was ideals and norms, and moral and ethical perspectives. The upper secondary school PEH-1 syllabus describes a subject where the teaching not only should raise awareness but also challenge stereotypical notions of what is masculine and feminine, and the consequences of body ideals, as well as address issues related to ethics and morality in the practice of sports. In relation to exercise and sports, the students should develop the ability to take an ethical stand on issues of equality and identity. The theme ideals and norms, and moral and ethical perspectives could be linked to learning outcomes and competencies for the SDGs Gender Equality and Reduced Inequalities in the guiding frameworks. For example, these learning outcomes and competencies include the ability to reflect on gender roles, to observe and identify gender discrimination, and to negotiate the rights of different groups based on shared values and ethical principles.

Discussion

The aim of this paper was to explore how SD, and sustainability-oriented learning, are reflected in the Swedish compulsory school and upper secondary school PEH syllabi. We found no explicit statements related to SD in the compulsory school and upper secondary school PEH syllabi. In the commentary materials, however, there were explicit statements made in relation to outdoor life and nature and ergonomics. Moreover, we also found links between the compulsory school and upper secondary school PEH syllabi and five SDGs when we searched for SDG-oriented learning objectives and competencies in the guiding frameworks. These were Good Health and Well-Being, Gender Equalities, Reduced Inequalities, Peace, Justice and Strong Institutions, and Partnerships for the Goals. Besides the latter, Baena-Morales, Jerez-Mayorga, et al. (2021) recently linked PEH to all these SDGs, even though their suggestions were based on institutional analysis and in relation to various PEH practice-based models (e.g. cooperative learning model).

Among the links we found between the compulsory school and upper secondary school PEH syllabi and the SDGs, most of the learning objectives and competencies were from the areas of health and well-being, gender equality and reduced inequalities (SDGs Good Health and Well-Being, Gender Equality and Reduced Inequalities) (see Table 2). These are also areas that have received considerable attention in critical PEH pedagogy research during recent decades (see e.g. Mong & Standal, 2019; Nabaskues-Lasheras et al., 2020; Penney et al., 2018), though the health and well-being area has a strong focus us on the individual and less on aspects of health issues on a group or societal level, and in relation to the environment and places for movement and physical activities (Lundvall & Fröberg, 2022). According to our analysis, the compulsory school and upper secondary school PEH syllabi also covered the three types of SDG-oriented learning objectives and competencies in the used educational guideline resources. However, socio-emotional, skills and applications, and knowledge and understanding were most prevalent (see Table 2). Furthermore, our analysis suggested that only the social dimensions of SD were present. This indicates that no SDGs were found for the environmental dimension, such as how green environments interplay with health aspects (see also Olive & Enright, 2021). The economical dimension is also lacking, where, for example, the accessibility to green areas or recreational areas, as well as the missing out of aspects of re-cycling of equipment and how equipment is produced.

Moreover, compared to the compulsory school PEH syllabus, we found fewer links to SDG-oriented learning objectives and competencies in the upper secondary school PEH-1 syllabus. These findings are somewhat different from those by Olive and Enright (2021) who found that explicit links to SD appeared more frequently in the secondary compared to the primary education Health and PE learning area of the Australian Curriculum.

Interestingly, our analysis did not reveal any links between the compulsory school and upper secondary school PEH syllabi and SDG-oriented learning objectives and competencies for the area of quality education (SDG Quality Education). For this SDG, it should be noted that the guiding frameworks address learning objectives and competencies such as the learner is able to use all opportunities for their own education throughout their life, and to apply the acquired knowledge in everyday situations to promote sustainable development, as well as identify own learning needs for personal development (Osman et al., 2017; Rieckmann et al., 2017). Such aspects of quality education may be found in the Swedish overall curriculum sections where fundamental values and tasks of the school are placed together with general goals and guidelines. These curriculum sections deal with aspects of not only democracy and citizenship, but also aspects related to becoming critical independent individuals that, for example, can evaluate, reason and take decisions (CUS, 2013; CCS, 2018). Aspects related to fundamental values and tasks of the school are described to a lesser extent in the Swedish compulsory school and upper secondary school PEH syllabi, even though some aspects related to norms and values are given consideration, such as the ability to work together and respect for others, and issues of ethics and morality are described in the commentary material though not in the syllabi as learning outcomes (PEH, 2022; PEH 1, 2010). Quality education as described by UNESCO as a driver for the achievement of all other SDGs, emphasises inter and transdisciplinary collaborations and a whole school approach. These critical aspects of quality education, however, align well with those of future quality PEH that not only include promotion of values and attitudes of responsible citizenship, but also development of creative abilities (see e.g. Howells, 2019).

Furthermore, it should also be noted that the guiding frameworks do not relate the suggested learning objectives and competencies to specific targets of each SDGs. With regard to our findings, however, there may be links between the themes we created and the following targets for the SDG Good Health and Well-Being:

• 3.4. By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

• 3.5. Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol.

For the SDGs Gender Equality, Reduced Inequalities, and Peace, Justice and Strong Institutions, we could find links between the themes we created and the following targets:

• 5.1. End all forms of discrimination against all women and girls everywhere.

• 5.2. Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.

• 5.5. Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.

• 10.2. By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

• 10.3. Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.

• 16.7. Ensure responsive, inclusive, participatory and representative decision-making at all levels.

Moreover, our analysis overall demonstrates that the Swedish PEH syllabi for compulsory and upper secondary schools do promote some SDG-oriented learning objectives and competencies to deal with contemporary and future challenges as individuals and world citizens but lack relational aspects to environmental and societal issues (cf. Kioupi & Voulvoulis, 2019; Lohmann et al., 2021). Teachers are encouraged to and should emphasise students’ opportunities to develop abilities to plan, carry out and value physical activities for health and well-being, develop their ability to work collaboratively and show respect for others, raise awareness and challenge stereotypical notions of gender, equity and body ideals, all key learning objectives, and competencies to promote a SD.

One critical point that should be considered is that PEH is not solely responsible for addressing SD. Rather, sustainability-oriented learning is something that is common to all subjects and the school in general. In this context, it should also be stressed that any effort to include SD in teaching should take place in relation to the nature of PEH, which in most countries around the world, including Sweden, concerns the broad areas movement education, sports and health (Hardman et al., 2014). Furthermore, our present paper does not deal with what is taken place within the PEH classroom. Steering documents like school curriculums and syllabi are critical resources of information, which teachers are expected to use and relate to during planning and transforming content to learning activities as well as for process of assessment and grading. It is, however, possible that SD is addressed in whole-of-a-school projects or by teachers in the PEH classroom.

Moreover, future studies should explore how SD and sustainability-oriented learning are reflected in PEH steering documents in other countries. This would enable cross-country comparisons and generate important knowledge that can be used to initiate discussions regarding how SD learning perspectives may be strengthened in PEH.

Conclusion

Overall, our analysis signals a possibility to work with the conceptualisation of SD, and to address these in the Swedish PEH syllabi. But as our analysis suggested, only the social dimension of SD is present, and that it may be possible to make further links to environmental issues, and to the SDG Sustainable Cities and Communities in relation to organised and self-organised movement and physical activities. Walking, cycling and other forms of active transportation may have the potential to not only contribute to the learning of health and well-being, but also to reduce traffic volumes, road traffic accidents, use of fossil fuels and emissions, and improve air quality. Hence, what can be concluded in this study, is that there is a gap in the Swedish PEH steering documents in terms of addressing and supporting a more specific way of sustainability-oriented learning in relation to the SDGs.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Andreas Fröberg

Andreas Fröberg has a PhD in Sport Science and is currently employed as a senior lecturer at the Department of Food and Nutrition, and Sport Science, University of Gothenburg. Andreas is a certified Physical Education and Health teacher and teaches at the Physical Education and Health teacher education programme.

Petter Wiklander

Petter Wiklander is a doctoral student in Sport Science at the Department of Food and Nutrition, and Sport Science, University of Gothenburg. Petter is a certified senior teacher/first teacher in Physical Education and Health and teaches at the Physical Education and Health teacher education programme.

Suzanne Lundvall

Suzanne Lundvall is a professor in Sport Science at the Department of Food and Nutrition, and Sport Science, University of Gothenburg. Suzanne is a Physical Education and Health teacher and teaches at the Physical Education and Health teacher education programme. She is also a guest professor at Western University of Applied Sciences (HVL), Department of Sport, Food and Natural Sciences, Norway.