INTEGRATING HUMANISTIC VALUES IN PHYSICAL EDUCATION: A FOCUS ON CURRICULUM DESIGN AND STUDENT-CENTRIC APPROACHES IN HIGHER EDUCATION IN CHINA

Abstract

This study examines the integration of humanistic values, student-centric approaches, and holistic curriculum design in physical education (PE) programs at universities in Sichuan Province, China. Using a quantitative survey design, data were collected from 403 participants, including teachers and students, across 26 universities. Descriptive statistics were employed to analyze the data, revealing moderate integration of humanistic principles in PE programs. The findings highlight strengths in promoting health and well-being, leveraging technology for blended learning, and fostering teacher-student relationships. However, gaps persist in areas such as fostering empathy, enhancing community involvement, and providing individualized learning opportunities. The study underscores the importance of targeted interventions to address these gaps, including enhancing teacher training, incorporating student feedback, and aligning curricula with humanistic and interdisciplinary approaches. By addressing these challenges, PE programs can better support students’ holistic development, fostering physical, emotional, and social growth. This research contributes to the growing body of literature on humanistic education and provides actionable insights for educators, policymakers, and curriculum designers aiming to improve the quality of PE programs in higher education.