This study aims to examine the integration of environmental sustainability into physical education by comparing the national education and physical education curricula of seven countries (Finland, Norway, Sweden, Germany, Türkiye, Brazil, and Australia). The research employs a literature review methodology, analyzing scientific texts, books, and official reports related to environmental sustainability in physical education. The findings reveal three primary models: the “System-Embedded Model” (Nordic countries), which integrates sustainability into the core of the education system; the “Explicit and Measurable Competence Model” (Norway, Bavaria-Germany), which translates goals into behavioral outcomes; and the “Value-Oriented and Indirect Model” (Türkiye, Brazil), which addresses sustainability through abstract values. The Australian case points to a disconnect between curriculum priorities and teacher practices. The current situation in Türkiye reflects a structure lacking measurable outcomes and practical application. The most effective path for Turkey is to implement a comprehensive transformation that synthesizes the embedded approach of Northern European countries with the concrete, gain-focused structure of Norway and Bavaria, while also incorporating teacher training and support mechanisms.