What Can Cooperative Learning Do? Embedding the <scp>SDGs</scp> in University Physical Education in China

ABSTRACT This study investigates how cooperative learning can serve as an effective pedagogical tool for embedding the Sustainable Development Goals (SDGs) into university‐level physical education (PE) in China. Drawing on Education for Sustainable Development (ESD) principles, the research focuses on SDG 3 (Good Health and Well‐being), SDG 4 (Quality Education) and SDG 5 (Gender Equality), aiming to examine whether structured group‐based PE activities can cultivate students' awareness, attitudes and competencies aligned with these goals. Employing a mixed‐methods single‐case study in China, the intervention engaged 48 first‐year students over a semester‐long PE course structured around three cooperative learning modules: healthy lifestyles, gender equity in sports, and inclusive teamwork. Data were collected through surveys, interviews, classroom observations and reflection journals. Results show significant improvements in student engagement, SDG awareness, social responsibility and inclusive attitudes. Qualitative findings highlight students' evolving perspectives on gender equality, personal health and collaborative learning. The study contributes empirical evidence to the emerging field of SDG‐oriented PE, particularly in non‐Western higher education contexts, and argues for the integration of cooperative pedagogies in physical education as a pathway toward socially sustainable education.