ENVIRONMENTAL SUSTAINABILITY IN EDUCATION AND PHYSICAL EDUCATION: COUNTRY EXAMPLES

Yıl 2026, Cilt: 3 Sayı: 1 , 47 - 79 , 30.03.2026

Abdullah Bozdoğan

https://izlik.org/JA56EW88YF

Öz

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.

Anahtar Kelimeler

Physical Education , Sustainability , Environmental Sustainability

EĞİTİM VE BEDEN EĞİTİMİNDE ÇEVRESEL SÜRDÜRÜLEBİLİRLİK: ÜLKE KARŞILAŞTIRMASI

https://izlik.org/JA56EW88YF

Öz

Bu çalışma, yedi ülkenin (Finlandiya, Norveç, İsveç, Almanya, Türkiye, Brezilya, Avustralya) eğitim ve beden eğitimi müfredatlarını karşılaştırarak, çevresel sürdürülebilirliğin beden eğitimine entegrasyonunu incelemeyi amaçlamıştır. Çalışmada literatür taraması yöntemi kullanılmaktadır. Beden eğitiminde çevresel sürdürülebilirlik ile ilgili konuları içeren bilimsel metinler, kitaplar, resmi raporlar incelenmektedir. Araştırma bulguları, üç temel modeli ortaya koymuştur. Bunlar; sürdürülebilirliği eğitim sisteminin temeline yerleştiren “Sisteme Gömülü Model” (Kuzey Avrupa ülkeleri), hedefleri davranışsal kazanımlara dönüştüren “Açık ve Ölçülebilir Kazanım Modeli” (Norveç, Bavyera-Almanya) ve sürdürülebilirliği soyut değerler üzerinden işleyen “Değer Odaklı ve Dolaylı Model”dir (Türkiye, Brezilya). Avustralya örneği ise müfredat önceliği ile öğretmen uygulamaları arasındaki uyumsuzluğa işaret etmektedir. Türkiye'nin mevcut durumu, uygulamada karşılığı olmayan ve ölçülebilir kazanımlardan yoksun bir yapıyı yansıtmaktadır. Türkiye için en etkili yolun, Kuzey Avrupa ülkelerinin sisteme gömülü yaklaşımı ile Norveç ve Bavyera'nın somut kazanım odaklı yapısını sentezleyen; aynı zamanda öğretmen eğitimi ve destek mekanizmalarını da içeren bütüncül bir dönüşümün uygulanmasıdır.

Anahtar Kelimeler

Eğitim , Beden Eğitimi , Sürdürülebilirlik , Çevresel Sürdürülebilirlik

Etik Beyan

Etik beyan gerekmemektedir.

Destekleyen Kurum

Çalışmayı destekleyen bir kurum bulunmamaktadır.

Kaynakça

• Aksland, C., & Rundgren, S.-N. C. (2019). 5th–10th-grade in-service teachers’ pedagog¬ical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679. 2019.1697713
• Amade-Escot, C. (2004). Didactique de l’Education Physique, Etat des recherches. Editions Revues E.P.S. https://www.revue-eps.com
• Ateş, H. (2019). Fen Bilimleri Dersi Öğretim Programının sürdürülebilir kalkınma eğitimi açısından analizi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 438–463.
• Attenborough, D. (2022). Gezegenimizden Bir Yaşam, Tanıklık Ettiklerim ve Geleceği Dair Bir Vizyon, Çev.: Onur Uygun, Kronik Yayıncılık A. Ş. İstanbul.
• Australian Curriculum, Assessment and Reporting Authority [ACARA] (2025b). Understand this cross-curriculum priority – Sustainability. https://www.australiancurriculum.edu.au/curriculum-information/understand-this-cross-curriculum-priority/sustainability
• Australian Curriculum, Assessment and Reporting Authority [ACARA] (2025a). Sustainability (Version 8.4). https://v8.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/
• Backman, E. (2010). Friluftsliv in Swedish Physical Education – A struggle of values. Educational and sociological perspectives [Ph.D. thesis]. Stockholms Universitet.
• Backman, E. (2011). Friluftsliv: A contribution to equity and democracy in Swedish Physical Education? An analysis of codes in Swedish Physical Education curricula. Journal of Curriculum Studies, 43(2), 269–288.
• Barak, B., Avcı, G. (2022). Comparative analysis of Turkey and Germany (Bavaria) secondary education curricula in terms of education for sustainable development. Discourse and Communication for Sustainable Education, 13(2), 108-132.
• Bucht, C., Mess, F., Bachner, J., Spengler, S. (2022) Education for sustainable development in physical education: Program development by use of intervention mapping. Frontiers in Education, 7:1017099. doi: 10.3389/feduc.2022.1017099
• Caniato, F., Caridi, M., Crippa, L., ve Moretto, A. (2012). Environmental Sustainability In Fashion Supply Chains: An Exploratory Case Based Research, International journal of Production Economics, 135(2) , 659-670.
• Carvalho, O. G. (2001). Sustainable Development: Is it Achievable within The Existing International Political Economy Context? Sustainable Development, 9, 61-73.
• Dingle, G., & Mallen, C. (2020). Sport and environmental sustainability. Research and stra-tegic management. Routledge.
• Directorate for Education (2020). Physical education (KRO01 05) Competence aims and assessment. https://www.udir.no/lk20/kro01-05/kompetansemaal-og-vurdering/kv187?lang=eng
• Dyment, J. E., & Hill, A. (2015). You mean I have to teach sustainability too? Initial teacher education students’ perspectives on the sustainability cross-curriculum pri¬ority. Australian Journal of Teacher Education, 40(3), 21–35. https://doi.org/10.14221/ajte.2014v40n3.2 http://su.diva-portal.org/smash/get/diva2:308124/FULLTEXT01.pdf
• Dyment, J. E., Hill, A., & Emery, S. (2015). Sustainability as a cross-curricular prior¬ity in the Australian curriculum: A Tasmanian investigation. Environmental Education Research, 21(8), 1105–1126. https://doi.org/10.1080/13504622.2014.966657
• Ewamela, A., Empilo, S. M., Massamba, A., Ndebani, F., & Bongbele, J. (2013). Effets des cycles d’Education Physique et Sportive sur les adaptations cardiorespiratoires chez les adolescents en milieu tropical. Cahiers de la Chaire, 1, 71-83.
• Fauville, G., Lantz-Andersson, A., & Säljö, R. (2014). ICT tools in environmental edu¬cation: Reviewing two newcomers to schools. Environmental Education Research, 20(2), 248–283.
• Finlandiya Ulusal Eğitim Kurulu. (2014). National core curriculum for basic education 2014. The Finnish National Board of Education.
• Finlandiya Ulusal Eğitim Kurulu. (2016). National core curriculum for basic education: 2016 implementation guidelines. The Finnish National Board of Education.
• Fröberg, A., & Lundvall, S. (2021). The distinct role of physical education in the context of Agenda 2030 and Sustainable Development Goals: An explorative review and sug-gestions for future work. Sustainability, 13, 11900. doi:10.3390/su132111900
• Fröberg, A., Lundvall, S. Wiklander, P. (2022). A new research project explores the contribution of physical education and health to the sustainable development agenda: the POSSIBILITY project. https://idrottsforum.org/feature-frobergtetal220913/
• Fröberg, A., Wiklander, P., Lundvall, S. (2023). Sustainability-oriented learning in physical education and health (PEH)? A document analysis of the Swedish syllabi, Curriculum Studies in Health and Physical Education, 14:3, 340-356. doi: 10.1080/25742981.2022.2112921
• Gabin, F. B., Roger Pierre, I., Hubert César, M., Jean Aimé, M., & Aristide, E. (2025). Environmental and Sustainable Development Education in Physical Education and Sport: Institutional Approach in the Republic of Congo. Advances in Physical Education, 15, 107-118. https://doi.org/10.4236/ape.2025.151008
• Gabrielsen, A. (2019). Kontekst for læring. Nærmiljø som læringsarena i utdanning for bærekraftig utvikling. [Context for learning. Local environment as learning arena in education for sustainable development] (Doctoral dissertation). Faculty of Technology, Natural Sciences and Maritime Sciences, University of South-Eastern Norway. https://openarchive.usn.no/usn-xmlui/bitstream/handle/11250/2732449/2019_23_Gabrielsen_web.pdf?sequence= 1&isAllowed=y
• Gedik, Y. (2020). Sosyal, Ekonomik ve Çevresel Boyutlarla Sürdürülebilirlik ve Sürdürülebilir Kalkinma. Uluslararası Ekonomi Siyaset İnsan Ve Toplum Bilimleri Dergisi, 3(3), 196-215.
• German Federal Ministry for the Environment, Nature Conservation, Nuclear Safety and Consumer Protection (BMUV). (2023). Sustainable sport 2030 – Responsibility for nature, the environment and society. https://www.bmuv.de/fileadmin/Daten_BMU/Download_PDF/Tourismus_Sport/positionspapier_nachhaltiger_sport_2030_2112_en_bf.pdf
• Güner, U. (2020). Çevresel sürdürülebilirlik. Trakya Üniversitesi Fen Fakültesi. https://unis.trakya.edu.tr/app_files/2023/07/KisiDokuman_Dosyalar_7_ef2fcdc8.pdf
• Halinen, I., Harmanen, M. and Mattila, P. (2015). Making sense of the complexity of the world today: why Finland is introducing multiliteracy in teaching and learning. In Bozsik V. (ed.), Improving Literacy Skills across Learning. CIDREE Yearbook 2015, pp. 136-153. Hungarian Institute for Educational Research and Development (HIERD).
• Hill, A., & Dyment, J. E. (2016). Hopes and prospects for the sustainability cross-curriculum priority: Provocations from a state-wide case study. Australian Journal of Environmental Education, 32(3), 225–242. https://doi.org/10.1017/aee.2016.20
• International Olympic Committee (IOC) (2025). Sustainability And Legacy Commission. https://www.olympics.com/ioc/sustainability-and-legacy-commission
• Isgren Karlsson, A., Backman, E. (2023). Environmental Sustainability in Physical Education. Editor: Svensson, D., Backman, E., Hedenborg, S., Sörlin, S. In Book: Sport, Performance and Sustainability, Routledge.
• Koçak D. (2023) Sürdürülebilir Yaşam Günlüğü, Alfa Basım Yayım Dağıtım San. ve Tic. Ltd. Şti., İstanbul.
• Koçak, F., & Balcı, V. (2010). Doğada Yapılan Sportif Etkinliklerde Çevresel Sürdürülebilirlik. Ankara Üniversitesi Çevrebilimleri Dergisi, 2(2), 213-222.
• Luostarinen, A., & Peltomaa, I. (2016). Reseptit OPSin käyttöön (1st ed.). Jyväskylä, Finland: PS-kustannus.
• Mazurkiewicz P. (2005). Corporate Environmental Responsibility: Is a Common. CSR Framework Possible? World Bank Discussion Paper. https://documents1.worldbank.org/curated/en/577051468339093024/pdf/421830csrframework01PUBLIC1.pdf
• McCullough, B. P. (2015). Introduction to environmental sport management. Routledge.
• Mikaels, J. (2017). Becoming-place. (Re)conceptualising friluftsliv in the Swedish physical edu-cation and health curriculum [Doctoral dissertation, Gymnastik och idrottshögskolan]. Universitetsservice US-AB.
• Millî Eğitim Bakanlığı. (2018a). Beden Eğitimi ve Spor Dersi Öğretim Programı (İlkokul ve Ortaokul 5–8. sınıflar). MEB.
• Millî Eğitim Bakanlığı. (2018b). Beden Eğitimi ve Oyun Dersi Öğretim Programı ve Etkinlik Kılavuzu (1–4. sınıflar). MEB.
• Millî Eğitim Bakanlığı. (2018c). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul). MEB. https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
• Molin, L. (2006). Rum, frirum och moral. En studie av skolgeografins innehållsval [Space, Curriculum space and Morality. About school geography, content and teachers’ choice] [Doctoral dissertation, Uppsala University]. Geografiska regionstudier 69. https://www.diva-portal.org/smash/get/diva2:168366/FULLTEXT01.pdf
• Mordal Moen, K., Bjørke, L., & Gerdin, G. (2024). ‘The fourth most important school subject’ – Norwegian school principals’ perceptions of physical education. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2024.2391477
• Norwegian Directorate for Education and Training NDET. (2017). Core curriculum – Values and principles for primary and secondary education. https://www.udir.no/lk20/overordnet-del/?lang=eng
• Norwegian Directorate for Education and Training NDET. (2019). Curriculum in Physical Education (KRO01 05). https://www.udir.no/lk20/kro01-05?lang=eng
• Olive, R., & Enright, E. (2021). Sustainability in the Australian Health and Physical Education Curriculum: An ecofeminist analysis. Sport, Education and Society, 26(4), 389–402. https://doi.org/10.1080/13573322.2021.1888709
• Rodrigues (2014). The environmentalization of physical education in higher education settings: environmental dimensions of academic units in federal universities of Brazil (Best of Both Worlds Conference, 2014). 6th International Conference on Environmental Education and Sustainability “Best of Both Worlds” Bertioga, São Paulo, Brasil.
• Rodrigues, C., & Payne, P. G. (2017). Environmentalization of the physical education curriculum in Brazilian universities: Culturally comparative lessons from critical out¬door education in Australia. Journal of Adventure Education and Outdoor Learning, 17(1), 18–37. https://doi.org/10.1080/14729679.2015.1035294
• Singer-Brodowski, M., Etzkorn, N., & Von Seggern, J. (2019). One transformation path does not fit all ñ Insights into the diffusion processes of education for sustainable development in different educational areas in germany. Sustainability, 11(1), 269.
• Sjöblom, P., Eklund, G., & Fagerlund, P. (2021). Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning, 23(3), 286–300. https://doi.org/10.1080/14729679.2021.2011338
• Standing Conference of the Ministers of Education and Cultural Affairs (KMK), & Federal Ministry of Economic Cooperation and Development (BMZ). (KMK & BMZ) (2015). Curriculum framework for education for sustainable development. https://www.globaleslernen.de/sites/default/files/files/link-elements/curriculum_framework_education_for_sustainable_development_barrierefrei.pdf
• Stokes, E., Edge, A., & West, A. (2001). Environmental education in the educational systems of the European Union. Synthesis Report, Environment Directorate-General of the European Commission.
• Sund, P. (2008). Att urskilja selektiva traditioner i miljöundervisningens socialisationsinnehåll - implikationer för undervisning för hållbar utveckling [Doctoral dissertation, Mälardalen University]. School of Sustainable Development of Society and technology. http://mdh.diva-portal.org/smash/get/diva2:121335/FULLTEXT01.pdf
• Swedish National Agency for Education (SNAE). (2001). Miljöundervisning och utbildning för hållbar utveckling i svensk skola. Report No. Diarienummer: 00:3041. https://www.skolverket.se/download/18.6bfaca41169863e6a654566/155395758
• Swedish National Agency for Education (SNAE). (2018). Curriculum for the compulsory school, preschool class and school-age educare 2011. Revised 2018. https://www.skolverket.se/download/18.31c292d516e7445866a218f/1576654682907/pdf3984.pdf
• Swedish National Agency for Education (SNAE). (2022). Commentary material to the syllabus Physical education and health for compulsory school [Kommentarmaterial till kursplanen i idrott och hälsa – Grundskolan]. Retrieved from https://www.skolverket.se/getFile?file=7836
• Taylor, N., Wright, J., & O’Flynn, G. (2016). HPE teachers’ negotiation of environmen¬tal health spaces: Discursive positions, embodiment and materialism. The Australian Educational Researcher, 43(3), 361–376. https://doi.org/10.1007/s13384-016-0205-8
• Taylor, N., Wright, J., & O’Flynn, G. (2019). Embodied encounters with more-than-human nature in health and physical education. Sport, Education and Society, 24(9), 914–924. https://doi.org/10.1080/13573322.2018.1519785
• The Federal Ministry of Education and Research (2019). National Action Plan on Education for Sustainable Development. https://www.bne-portal.de/bne/shareddocs/downloads/files/bmbf_nap_bne_en_screen_2.pdf?__blob=publicationFile
• Thorpe, H., Brice, J., & Clarke, M. (2021). New materialisms, sport and the environment: Imagining new lines of flight. Sport Education and Society, 26(4), 363–377. https://doi.org/10.1080/13573322.2020.1837097
• Tunçay, G. Y., & Çobanoğlu, N. (2025). Çevresel Sürdürülebilir Yaşam Tarzı. Ulusal Çevre Bilimleri Araştırma Dergisi, 7(2), 69-81.
• UNESCO (6 October 2022). International Charter of Physical Education, Physical Activity and Sport. https://www.unesco.org/en/sport-and-anti-doping/international-charter-sport
• UNESCO International Bureau of Education. (2017). The conceptualization of competencies related to sustainable development and sustainable lifestyles. Current and critical issues in curriculum, learning and assessment, 8, 61.
• UNESCO/The Monitoring and Evaluating Climate Communication and Education (MECCE) (2024). Climate Change Communication And Education. https://education-profiles.org/europe-and-northern-america/sweden/~climate-change-communication-and-education
• Welch, R., Taylor, N., & Gard, M. (2021). Environmental attunement in health, sport and physical education. Sport, Education and Society, 26(4), 339–348. https://doi.org/10.1080/13573322.2021.1890009
• Wikström, P. A. (2010). Sustainability and Organizational Activities – Three Approaches, Sustainable Development, 18(2), 99-107.