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ORIGINAL SCIENTIFIC ARTICLE
ISSN 1993-7989 (print)
ISSN 1993-7997 (online)
ISSN-L 1993-7989
Теорія та методика фізичного виховання
Physical Education Theory and Methodology
Teorìâ ta Metodika Fìzičnogo Vihovannâ
ТМФВ
ТОВ ОВС
EDUCATION FOR SUSTAINABLE DEVELOPMENT: UNDERSTANDING
BY PHYSICAL EDUCATION AND SPORTS SPECIALISTS
Halyna Tsyhura1АВСD and Serhii Harkusha1АD
1Т. H. Shevchenko National University “Chernihiv Colehium”
Authors’ Contribution: A – Study design; B – Data collection; C – Statistical analysis; D – Manuscript Preparation; E – Funds Collection
Corresponding Author: Halyna Tsyhura, E-mail: zygura.g@ukr.net
Accepted for Publication: August 14, 2023
Published: August 30, 2023
DOI: 10.17309/tmfv.2023.4.17
Abstract
Study purpose. e purpose of the study was to investigate the need for physical education and sports specialists
to acquire competencies for the organization of educational activities for sustainable development and their
understanding of the involvement of the eld of physical education and sports in the implementation of sustainable
development goals.
Materials and methods. e study involved 106 specialists in physical education and sports from various regions
of Ukraine (73 women and 33 men). e participants comprised representatives of general secondary education
institutions (schools, lycées, gymnasiums) – 70.7% of the respondents (75 persons), representatives of higher
education institutions (universities and academies) – 11.3% of the respondents (12 persons), representatives of sports
institutions (youth sports schools and sports complexes) – 10.4% of the respondents (11 persons), representatives of
vocational education institutions (schools, colleges) and out-of-school youth work centers – 7.5% of the respondents
(8 persons). e respondents’ work experience in the eld of physical education and sports ranged from 1 to 45 years.
e study used the methods of surveying, analysis and synthesis of information, and mathematical information
processing.
Results. e survey revealed that most of the respondents are not suciently familiar with the issues of sustainable
development. 51.89 % of the respondents indicate partial awareness of the concept and sustainable development
goals, 5.66 % claim that they are not familiar with such information at all. e majority of the physical culture
and sports specialists who participated in the experiment do not understand the essence and depth of Sustainable
Development Goals and only link physical education and sports to such Sustainable Development Goals as good
health and well-being (Goal 3), quality education (Goal 4), and gender equality (Goal 5).
Conclusions. It was found that only 3.8% of the respondents can nd a correlation between the eld of physical
education and sports and the seventeen Sustainable Development Goals. 62.26% of the respondents indicate that they
need to expand their knowledge and skills on sustainable development, 46.23% of the respondents want to deepen
the knowledge and skills in the methodology of implementing education for sustainable development. Most of the
surveyed physical education and sports specialists need advanced training to acquire the competencies necessary for
the implementation of educational activities for sustainable development.
Keywords: sustainable development, education, physical education, sports, physical education instructor, trainer.
© Tsyhura, H., & Harkusha, S., 2023.
Introduction
Education for Sustainable Development (ESD) is an
approach to organizing the educational process that aims to
inform members of society about the main environmental,
economic and social issues of sustainable development;
promotes understanding of the essence of the factors that
determine an unsustainable way of life; and develops critical,
non-standard and creative thinking to nd the most eective
solutions to global problems (UNECE Strategy, 2005).
e impetus for the introduction of ESD in Ukraine
was the European integration processes (Uhoda, 2014).
ey led to several reforms. In particular, in the eld of
education, in 2017, a new version of the Law “On Education”
was adopted, where the goal of education is dened as “...
raising the educational level of citizens to ensure sustainable
development of Ukraine and its European choice.” In
addition, in 2017, the physical culture curricula for general
secondary education institutions were updated, which, as
615
Tsyhura, H., & Harkusha, S. (2023). Education for Sustainable Development: Understanding by Physical Education and Sports
Specialists
part of the key competencies, included the formation of an
active and responsible citizen who is ready to participate in
solving environmental issues and is aware of the importance
of sustainable development of society (Navchalna prohrama,
2017). This requires that physical culture teachers and
sports coaches have both relevant knowledge of sustainable
development issues and skills in organizing educational
activities for sustainable development.
In 2018, the United Nations recognized sport as a factor
in ensuring sustainable development along with education.
As a result, states are encouraged to eectively use the power
of sport to achieve sustainable development goals, and
organizers of sporting events are encouraged to use a variety
of initiatives to engage sport for sustainable development and
peace (Sport as an enabler, 2018). is has contributed to the
fact that athletes and the sports industry abroad have become
active in achieving sustainable development goals and
have accumulated signicant experience (Tsyhura, 2022a).
Physical culture and sports specialists working in the eld
of education are much less involved in the implementation
of these goals. Recommendations on the possibilities of
physical culture in the context of education for sustainable
development appeared during the Decade of Education for
Sustainable Development (Osborne & Batista, 2010; Lynch,
2016). A new wave of interest in this issue has been emerging
since 2018, but researchers note that the educational aspects
of sustainable development in the eld of physical culture
and sport is very little investigated (Baena-Morales et al.,
2021; Lundvall & Fröberg, 2022).
In Ukraine, the sphere of physical culture and sports
in general is not much involved in the implementation
of Sustainable Development Goals (Imas et al, 2018;
Natsionalnyi olimpiiskyi komitet Ukrainy, 2020). We have
repeatedly emphasized the importance of preparing future
physical culture and sports specialists for educational
activities for sustainable development (Tsyhura, 2019;
Tsyhura, Harkusha, 2020); defined the essence and
structural components of the readiness of future physical
culture and sports specialists for educational activities for
sustainable development (Tsyhura, 2020) and the main
organizational and pedagogical conditions that aect such
training (Tsyhura, 2022b). In addition, in one of our previous
studies, we found that students of the Faculty of Physical
Culture are not suciently aware of the issues of sustainable
development and need to acquire competencies to perform
this educational activity (Tsyhura, 2021). We believe that
qualied physical culture and sports specialists may also
have a similar need.
Objective: to study the need of physical culture and sports
specialists to acquire competencies for the organization of
educational activities for sustainable development and their
understanding of the involvement of the eld of physical
culture and sports in the implementation of sustainable
development goals.
Materials and methods
Participants of the study
e voluntary online survey involved 106 persons in total:
73 women and 33 men – 68.9% and 31.1% of respondents,
respectively. e survey participants came from all regions
of Ukraine. Among them, 75 persons (70.7%) represented
general secondary education institutions (schools, lyceums,
gymnasiums), 12 persons (11.3%) represented higher
education institutions (universities and academies), 11
persons (10.4%) represented sports institutions (youth
sports schools and sports complexes), and 8 persons (7.5%)
represented vocational education institutions (schools,
colleges) and out-of-school youth work centers. All
respondents working in general secondary and vocational
education institutions are physical culture teachers;
representatives of higher education institutions teach
disciplines such as Pedagogy, Recreational Physical Activity,
Theory and Methods of Physical Culture, Professional
Skills, Fitness Technologies, Personal Training, Athletics,
Gymnastics, Basketball, Volleyball, Football, Tennis, and are
trainers in the respective sports.
e experience of the survey participants in the eld of
physical culture and sports ranged from 1 to 45 years (Fig. 1).
e majority of respondents were aged 30-45.
Fig. 1. e distribution of respondents by length of service in the
eld of physical culture and sports
Design of the study
e study was conducted in 2021-2022. e survey
was designed using Google Form. e survey consisted of
an introduction and two sections. In the Introduction, we
explain the reason for the online survey.
e content of the introduction of the online survey:
“Dear colleagues! According to the Law of Ukraine “On
Education”, the purpose of education is: “...raising the
educational level of citizens to ensure sustainable development
of Ukraine”. Sustainable development is understood as a
balance of economic growth with environmental protection
and social well-being of society. Since 2017, the curricula for
general secondary education institutions in Ukraine have
been providing for the formation of a personality aimed
at sustainable development of society, which is ensured
by key competencies that are integrated in the relevant
content areas. In this regard, you are invited to take part in
a survey to identify the need for physical culture and sports
specialists for assistance in organizing educational activities
for sustainable development. e survey is anonymous.
Please answer the questions that are oered to you.”
The first block of the survey included open-ended
questions and allowed us to collect social information about
the place and length of service in the eld of physical culture
and sports, main disciplines/subjects of teaching, region of
residence, and gender.
ISSN 1993-7989. eISSN 1993-7997. ISSN-L 1993-7989. Physical Education Theory and Methodology. Vol. 23, Num. 4
616
The second block of the survey contained a list of
Sustainable Development Goals (Table 1) and open-,
closed-, and semi-closed questions related to sustainable
development and educational activities for sustainable
development.
e survey was distributed in the form of Google Forms
through social groups of educators on Facebook. e survey
was addressed to physical culture and sports specialists –
teachers of higher education institutions, teachers of general
secondary education institutions, and coaches of various
sports. Participants were informed about the purpose of
the study and its voluntary nature and the anonymity, and
condentiality of the information provided.
Table 1. List of Sustainable Development Goals (SDGs)
List of Sustainable Development Goals
1. No poverty
2. Zero hunger
3. Good health and well-being
4. Quality education
5. Gender equality
6. Clean water and sanitation
7. Aordable and clean energy
8. Decent work and economic growth
9. Industry, Innovation and Infrastructure
10. Reduced inequality
11. Sustainable cities and communities
12. Responsible consumption and production
13. Climate action
14. Life below water
15. Life on land
16. Peace, justice and strong institutions
17. Partnership for the goals
Statistical analysis
The material was systematized and mathematically
processed using Microso Excel 2010.
Results
We will present the results of the survey concerning the
views of specialists of physical culture and sports on the
problems of sustainable development and the implementation
of educational activities for sustainable development.
To the question “How well do you know the concept
of “sustainable development” and the goals of sustainable
development?”, more than half of the respondents answered
“I am partially familiar with this concept, I have heard
something about the goals of sustainable development”.
Slightly less than half of the respondents answered “I am
well acquainted with this concept, I am well aware of the
sustainable development goals” (Table 2). Among the
participants of the online survey, there were also those who
said: “I am not familiar with this concept and the sustainable
development goals,” but there were very few of them.
e next question was aquestionofevaluationin which
the survey participants were asked to rate themselves on a
10-point scale: “One of the tasks of education for sustainable
development is to teach everyone to understand what is
happening to the environment, economy and society and
to nd the best ways to solve problems in the interests of
all members of society and nature today and in the long
term. To what extent do you have sucient knowledge
and skills to perform educational activities for sustainable
development?” As a result, the most of respondents rated
themselves at 7 and 8 points, namely: 27 respondents
(25.47%) and 28 respondents (26.41%), respectively (Fig.2).
Many participants of the survey rated themselves with the
highest scores, namely: 17 respondents (16.04%) rated
themselves with 9 points and 15 respondents (14.15%) with
10 points. A much smaller number of survey participants
rated themselves with 6 points or less: 5 respondents (4.72%)
rated themselves with 6 points, 8 respondents (7.55%) with
5 points, 1 respondent (0.94%) with 2 and 4 points, and
2respondents (1.89%) with 1 and 3 points.
Table 2. Results of answering the question: “How well are
you familiar with the concept of “sustainable development”
and the sustainable development goals?”
Proposed answers
Number of answers
Number of
respondents %
I am well acquainted with this concept,
I am well aware of the sustainable
development goals
45 42.45
I am partially familiar with this concept, I
have heard something about the goals of
sustainable development
55 51.89
I am not familiar with this concept and the
sustainable development goals
6 5.66
Fig. 2. Respondents’ self-assessments of knowledge and skills in
implementing educational activities for sustainable development
To the question “From what sources did you acquire
knowledge and skills in organizing educational activities for
sustainable development?”, most answers were “self-educa-
tion via the Internet”, much less – “advanced training courses
on education for sustainable development” (Table 3), and in
the column “Other” one respondent indicated “Chandran
Nair’s book “e State of Sustainable Development””, and
one more respondent indicated “work experience, informa-
tion from colleagues”; 6 respondents (5.66%) indicated that
they did not receive such information at all.
617
Tsyhura, H., & Harkusha, S. (2023). Education for Sustainable Development: Understanding by Physical Education and Sports
Specialists
To the question “How oen do you use sustainable
development knowledge in your professional activities?”,
more than half of the participants of the online survey
answered “use sometimes”, much less – a “use oen”, and
there were few answers “do not use” (Table 4).
Among the SDGs that physical culture and sports spe-
cialists discuss most oen with students, Goals 3 and 4 (the
full names of the SDGs are given in Table 1) were predictably
identied by 91.51% and 76.42% of respondents, respec-
tively (Fig. 3). A very high percentage of respondents also
mentioned Goal 5 – 58.49%. About a third of the respon-
dents say that among the Sustainable Development Goals
that they discuss with their pupils and students are Goals 6,
16 and 17 – 37.74%, 34.91%, and 35.85%, respectively.
Much less specialists try to work with pupils and
students on Goals 8, 10, and 11 – 27.36%, 20.75%, and
17.92%, respectively. And only 9.43 – 11.32% of specialists
pay attention to such extremely important Sustainable
Development Goals as 13, 14 and 15, which form the basis
of sustainable development.
Results of answers to the question: “Which of Sustain-
able Development Goals are not related to physical culture
Table 3. Results of answering the question: «From what
sources did you acquire knowledge and skills in organizing
educational activities for sustainable development?»
Proposed answers
Number of answers
Number of
respondents %
Self-education via the Internet 76 71.70
Advanced training courses on education
for sustainable development
21 19.81
Other 9 8.49
Table 4. Results of answering the question: “How oen
do you use sustainable development knowledge in your
professional activities?”
Proposed answers
Number of answers
Number of
respondents %
use oen 41 38.68
use sometimes 57 53.77
do not use 8 7.55
Fig. 3. Results of answers to the question: “Which of Sustainable
Development Goals do you discuss most oen with your students/
pupils?”
"!%'#%##$
#
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and sport at all?” are shown in Fig. 4. Among the respon-
dents, only 3.8% pointed to the correlation between all
17Sustainable Development Goals and the eld of physical
culture and sport. e rest of the respondents do not see
such a correlation. Almost half of the respondents indicated
that, in their opinion, Goals 1, 2, and 14 are irrelevant to
physical culture and sports specialists – 49.06%, 49.06% and
48.11% of respondents, respectively. A slightly less percent-
age of respondents showed the same attitude toward Goals
9, 13, and 15: 41.51%, 39.62%, and 41.51% of respondents,
respectively. About a third of the online survey participants
indicated that they did not see any common ground be-
tween physical culture and sport and Goals 7, 11 and 12,
which is 33.96%, 33.02% and 36.79% of respondents, re-
spectively. About 1/4 of the participants in the online survey
did not nd anything in common between physical culture
and sports and Goals 6, 8, 10, 16 – 18.87%, 25.47%, 23.58%
and 24.53% of respondents, respectively. About 1/10 of the
respondents indicated that Goals 3, 4, and 17 are irrelevant
to physical culture and sports specialists – 14.15%, 12.26%,
and 11.32%, respectively. A similar view on Goal 5 indicated
5.66% of respondents.
Fig. 4. Results of answers to the question: “Which of Sustainable
Development Goals are not related to physical culture and sport
at all?”
To the question “In what form do you conduct
educational activities for sustainable development?”, half of
the respondents indicated a physical culture lesson, ¼ of the
participants – educational activities; very few participants
noted group work involving sustainable development issues
(Table 5). In the column “Other”, respondents indicated
educational work for sustainable development during
individual conversations and competitions or indicated that
they did not conduct such work.
Table 5. Results of answering the question: “In what form
do you conduct educational activities for sustainable
development?”
Proposed answers
Number of answers
Number of
respondents %
I introduce sustainability issues during
physical culture lessons/activities
54 50.94
I conduct educational activities with
students on sustainable development
issues
40 37.74
I conduct group work on sustainable
development
5 4.72
Other 7 6.60
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618
Answering the question “Do you think it is necessary
to improve your level of knowledge and skills for successful
implementation of educational activities for sustainable
development?”, almost 2/3 of the participants of the online
survey indicated that they needed to expand their knowledge
and skills on sustainable development (Table 6). Almost half
of the participants indicated that they needed to deepen
knowledge and skills in the methodology of implementing
education for sustainable development, and only one
respondent indicated that they did not have such a need.
To the question “Do you think it is necessary to
introduce a separate discipline on sustainable development
in the educational programs of training of physical culture
and sports specialists to form relevant knowledge, skills
and abilities on education for sustainable development?”,
the respondents’ opinions were divided almost equally with
a slight advantage in favor of the armative answer “Yes”
(Table 7).
Table 6. Results of answering the question: “Do you think
it necessary to improve your level of knowledge and skills
for successful implementation of educational activities for
sustainable development?”
Proposed answers
Number of answers
Number of
respondents %
Yes, I need to deepen my knowledge and
skills on sustainable development issues
66 62.26
Yes, I need to deepen my knowledge and
skills on the methods of implementing
education for sustainable development
49 46.23
No, there is no need for this 1 0.94
Table 7. Results of answering the question: “Do you
think it is necessary to introduce a separate discipline on
sustainable development in the educational programs for
training specialists in physical culture and sports?”
Proposed answers
Number of answers
Number of
respondents %
Ye s 56 52.83
No 50 47.17
e answers to the question “In which disciplines, in
your opinion, is it possible to introduce separate modules
to prepare future specialists in physical culture and sports
for educational activities in the interests of sustainable
development?” were interesting. In particular, the
respondents mentioned the following disciplines as general
training: Biology, Geography, Fundamentals of Life Safety,
Valeology, Fundamentals of Health, Economics, Psychology;
and professional training disciplines: eory and Methods
of Physical Culture, eory of Sports, Physical Culture,
Tourism, Organization and Management in Physical Culture,
Legal Aspects of Physical Culture, General and Sports
Pedagogy, Professional Skills. Some respondents pointed
to the introduction of a separate course on Sustainable
Development in Physical Culture and Sport.
Discussion
The study assumed that physical culture and sport
specialists are not sufficiently aware of the issues of
sustainable development and need to acquire appropriate
competencies to perform educational activities for sustainable
development. Our data complement the results of research
by scientists who propose using physical culture and sports
to promote the achievement of sustainable development
goals. In particular, Osborne & Batista (2010) note that
physical culture teachers in Brazil support education for
sustainable development within their school subject and are
convinced of the importance of working on issues of social
equality, partnership, sanitation, waste management, and
believe that the environment is a cross-cutting issue that
should be addressed by all disciplines. Lynch (2016) shows
the potential of physical culture and sport to contribute to
Sustainable Development Goals 3, 4, and 17 through several
projects. We support the arguments of Lundvall and Fröberg
(2022), who believe that quality physical culture is not only
about health through movement but also about providing
knowledge about health and everything that aects it –
society and the environment (natural and human-made).
ey propose to consider Goals 3, 4, 5, 10, 11, 12 in the
eld of physical culture. Baena-Morales et al. (2021) further
expand the range of Goals that have links to physical culture
(13 and 16 are added to the already mentioned Goals). And
Salvo et al. (2021) point to the possibility of physical culture
contributing to the achievement of een Goals. We are
convinced that all seventeen SDGs can be considered from
the perspective of physical culture and sport, as we will argue
below, but we believe that the question is no longer whether
physical culture and sport can be a tool for achieving the
SDGs, but how it can be realized.
According to our research, a significant number
of physical culture and sports specialists (57.55% of
respondents) are not suciently aware of the issues of
sustainable development and the methodology of organizing
educational activities for sustainable development within
the professional activities of a physical culture and sports
specialist. is can be explained by the lack of a clear state
policy on these issues (Koreneva, 2018). us, no regulatory
document or program that regulates the professional activity
of a physical culture and sports specialist has tasks related to
the goals of sustainable development (Analiz, 2017). Another
reason for the lack of involvement of sports specialists in
such activities is that most of them do not see the correlation
between sports and the environment (Chernushenko, 1994).
While this situation has already changed dramatically in
leading European countries, in Ukraine, some physical
culture and sports specialists still do not understand the
essence and depth of the sustainable development goals.
According to the survey, only 3.8% of respondents
pointed to the correlation between the eld of physical
culture and sports and 17 Sustainable Development Goals.
For example, there are respondents who say that Goals 5 and
10 are not related to physical culture and sport. However, the
issues of social equality and gender have been facing society
for decades and are very relevant and discussed in the eld
of physical culture and sports (Kempe-Bergman et al., 2020;
Eime et al., 2021; Nemček, 2022). Paralympic sport is also
gaining ground and is a way to reduce social inequality
619
Tsyhura, H., & Harkusha, S. (2023). Education for Sustainable Development: Understanding by Physical Education and Sports
Specialists
(Foster et al., 2019; Goh, 2020). Some respondents, who
work in the education sector, noted that Goals 3, 4, and 17
do not apply to the eld of physical culture and sport. It’s
outrageous because without partnership and cooperation,
it is impossible to organize any sports or physical culture
activities, and many leading scientists in the field are
working on improving and maintaining health through
physical culture (Krucevich, 1999; Nosko et al., 2010;
Harkusha, 2014). In addition, the terms “education”, “health”,
and “physical culture” are logically related (Goncharova
et al., 2020; Ivashchenko et al., 2021; Govindasamy et al.,
2022). Some respondents also pointed out that there is no
correlation between physical culture, sport and SDGs 6,
7, 8, 9; but the dependence of the health of every athlete,
as well as of any person, on sanitation and water quality
is undeniable (Donnelly et al, 2016; Tsyhura (Usmanova),
2018; Chamberlain et al., 2019); as well as the dependence
of the sports industry on the state of the economy, energy
resources and innovative technologies (omas & Grant
2014; Erdmann et al., 2022; Wilby et al., 2023).
Much of respondents see nothing in common between
sport and SDGs 1, 2, 11, 12, 13, 14, 15 and 16. is is also
surprising, as climate change is becoming an increasingly
important issue for the proper organization of the Winter
Olympics, with organizers increasingly reporting a lack of
snow cover and high average temperatures (Wilby et al, 2023),
which negatively affects both the chemical composition
of the biosphere and its biodiversity in general, and the
health of athletes (Çalik & Geri, 2022; Sustainability for All,
2022). Also, the sports industry uses a large amount of the
planet’s resources and requires appropriate infrastructure
for its development. In addition, poverty and hunger are
socioeconomic phenomena that professional sports are trying
to combat in some countries, and poverty and persistent
malnutrition are the reasons that encourage Brazilian children
to practice football to get into professional sports and forget
about hungry childhoods forever (Uehara et al., 2021).
The obtained results confirm that physical culture
and sports specialists need advanced training in a variety
of sustainable development issues to acquire the relevant
competencies in order to perform quality educational
activities in this area in accordance with the requirements of
modern Ukrainian legislation on education.
us, the results obtained indicate the imperfection of
the training of physical culture and sports specialists and
their retraining during the advanced training courses, as they
do not have enough competencies to perform educational
activities for sustainable development.
Conclusions
It was found that most of the surveyed physical culture
and sports specialists are not suciently familiar with the
issues of sustainable development. 51.89 % of respondents
indicate partial awareness of the concept and goals of
sustainable development, 5.66 % of respondents claim that
they are not familiar with such information at all.
It was found that the majority of physical culture and
sports specialists who took part in the experiment did not
understand the essence and depth of the Sustainable Devel-
opment Goals– only 3.8% of respondents indicated the cor-
relation between the eld of physical culture and sports and
all 17Sustainable Development Goals. e majority of respon-
dents correlate the physical culture and sport only to the fol-
lowing Sustainable Development Goals as good health and
well-being (Goal 3), quality education (Goal 4), and gender
equality (Goal 5).
It was found that 62.26% of respondents need to enlarge
their knowledge and skills on sustainable development,
46.23% of respondents want to deepen knowledge and
skills in the methodology of implementing education for
sustainable development, and most of the surveyed physical
culture and sports specialists need advanced training to
acquire the competencies necessary for the implementation
of educational activities for sustainable development.
Conict of interest
e authors have no conicts of interest to declare.
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ОСВІТА ДЛЯ СТАЛОГО РОЗВИТКУ: РОЗУМІННЯ
ФАХІВЦЯМИ ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ
Галина Цигура1АВСD, Сергій Гаркуша1АD
1Національний університет «Чернігівський колегіум» імені Т.Г.Шевченка
Авторський вклад: A – дизайн дослідження; B – збір даних; C – статаналіз; D – підготовка рукопису; E – збір коштів
Реферат. Стаття: 8 с., 7 табл., 4 рис., 40 джерел.
Мета: вивчити потребу фахівців фізичної культури і спорту в набутті компетентностей для організації освітньої
діяльності в інтересах сталого розвитку та розуміння ними причетності галузі фізичної культури і спорту до реалізації
цілей сталого розвитку.
Матеріали і методи. У дослідженні брали участь 106 фахівців фізичної культури і спорту різних регіонів України
(73 особи жіночої статі та 33 особи чоловічої статі). Серед них представники закладів загальної середньої освіти (шкіл,
ліцеїв, гімназій) – 70,7% респондентів (75 осіб), представники закладів вищої освіти (університетів та академій) – 11,3%
респондентів (12 осіб), представники спортивних закладів (дитячо-юнацьких спортивних шкіл та спортивних комплек-
сів) – 10,4% респондентів (11 осіб), представники закладів професійної освіти (училищ, коледжів) та центрів позашкіль-
ної роботи з молоддю – 7,5% (8 осіб). Стаж роботи респондентів у сфері фізичної культури і спорту становив від 1 до 45
років. У дослідженні використані методи анкетування, аналізу та синтезу інформації, математичної обробки інформації.
Результати. У результаті анкетування виявлено, що більша частина опитаних фахівців фізичної культури і спорту
недостатньо обізнані з проблематикою сталого розвитку. 51,89% респондентів вказують на часткову обізнаність з по-
няттям та цілями сталого розвитку, 5,66% стверджують, що взагалі не знайомі з такою інформацією. Більшість фахівців
фізичної культури і спорту, які взяли участь в експерименті, не розуміють сутності й глибини цілей сталого розвитку і
встановлюють зв›язок фізичної культури і спорту тільки з такими Цілями сталого розвитку як міцне здоров’я (№3), якісна
освіта (№4), гендерна рівність (№5).
Висновки. Виявлено, що тільки 3,8% опитаних можуть знаходити взаємозв’язок між галуззю фізичної культури і
спорту та сімнадцятьма цілями сталого розвитку. 62,26% опитаних вказують, що потребують розширення кола знань і
вмінь з питань сталого розвитку, 46,23% опитаних хочуть поглибити знання і вміння з методики впровадження освіти
для сталого розвитку. Більшість опитаних фахівців фізичної культури і спорту потребують підвищення кваліфікації з
метою набуття компетентностей, необхідних для здійснення освітньої діяльності для сталого розвитку.
Ключові слова: сталий розвиток, освіта, фізична культура, спорт, учитель фізичної культури, тренер.
Information about the authors:
Tsyhura, Halyna: zygura.g@ukr.net; https://orcid.org/0000-0002-2998-7537; Department of Biological Foundations of Physical
Education, Health and Sports, T. H. Shevchenko National University “Chernihiv Colehium”, Hetman Polubotka St, 53, Chernihiv,
14013, Ukraine.
Harkusha, Serhii: biomex@ukr.net; https://orcid.org/0000-0002-7120-1446; Department of Pedagogy, Psychology and
Methodology of Physical Education, T. H. Shevchenko National University “Chernihiv Colehium”, Hetman Polubotka St, 53,
Chernihiv, 14013, Ukraine.
Cite this article as: Tsyhura, H., & Harkusha, S. (2023). Education for Sustainable Development: Understanding by Physical
Education and Sports Specialists. Physical Education eory and Methodology, 23(4), 614-621.
https://doi.org/10.17309/tmfv.2023.4.17
Received: 03.07.2023. Accepted: 14.08.2023. Published: 30.08.2023
is work is licensed under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0).
