Abstract

Physical education (PE) and sports pedagogy occupy a strategic position at the intersection of human development, social equity, and environmental stewardship. This paper examines the theoretical and doctrinal dimensions of integrating sustainable development principles into physical education and sports pedagogy, drawing on the United Nations Sustainable Development Goals (SDGs), contemporary pedagogical theories, and empirical scholarship. Through a systematic doctrinal analysis, the study interrogates how PE curricula, teacher-training frameworks, and sports-based interventions can be restructured to advance health literacy, social inclusion, ecological consciousness, and lifelong physical activity. The paper argues that transformative, sustainability-oriented sports pedagogy must move beyond performance-centric models to embrace holistic, rights-based, and ecologically responsive approaches. Findings indicate that interdisciplinary curriculum integration, values-based coaching, community sport ecosystems, and digital pedagogical innovations are critical levers for aligning PE with the 2030 Agenda. Policy recommendations, pedagogical strategies, and implications for future research are discussed.