Sustainable development in physiotherapy education: why, what, how. Perspectives of educators in Sweden

Background Physiotherapy education is increasingly expected to contribute to sustainable development within planetary boundaries. Yet little is known about how educators themselves understand and approach this task within undergraduate programs. Exploring educators’ perspectives is essential for informing the development of meaningful and profession‑specific approaches to education for sustainable development. The aim of this study was to describe physiotherapy educators’ perceptions of education for sustainable development within undergraduate programs in Sweden.Method Eighteen educators from five undergraduate physiotherapy programs participated in semi-structured interviews. Data was analysed using reflexive thematic analysis. The participants were selected to represent educators from both campus and clinical practice, both sexes, different ages, varied educational and professional positions, and varying experiences with education for sustainable development.Result Five themes describe the educators’ perspectives on education for sustainable development: ‘Strengthening the profession through collective global responsibility’; ‘Promoting sustainable health and responsible practice’; ‘Broadening perspectives and deepening professional engagement’; ‘Embedding sustainability as a lived and integrated curriculum experience’; ‘Balancing top-down direction with professional autonomy and growth’.Conclusion Physiotherapy educators in Sweden perceive education for sustainable development as a meaningful yet still unsettled dimension of physiotherapy education. While shaped by a sense of global responsibility, it is primarily understood and emphasised through efficiency and prevention as key professional contributions, with limited attention to broader ethical and planetary health perspectives. Strengthened profession-specific conceptual understanding and institutional support, aligned with professional development, may be important for embedding sustainable development as an integrated dimension of physiotherapy education.