This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students’ Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: “higher education AND active learning AND student AND wellness OR well-being OR wellbeing.” The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students’ well-being during confinement; (ii) methodological solutions for students’ well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students’ well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.

Teachers’ professional identity shapes teachers’ educational views, impacting their behaviour, action and decision making. This study was designed with the goal of locating, compiling and analysing articles regarding professional identity in the physical education context and identifying elements that contribute to professional identity construction. We selected professional identity and physical education as search items in Web of Science, ERIC, SPORTDiscuss and Scopus. To investigate the previous decade of research, we limited the study to articles published between 2010 and 2020. This work combines recent publications written in Portuguese, English and Spanish. The database search yielded 27 relevant articles. The themes present in the articles can be divided into two groups: those linked to key actors and influences on physical education teachers’ professional identity, and those related to physical education preservice teachers. The following themes were discovered to influence teachers’ professional identity formation: relationships (established within their acting context), identity negotiation, identity transformation, lifelong learning, peer perception and the class context. The following themes impact preservice teachers’ professional identity formation: teaching practicum experience, prior experiences, a community of practice and the teachers’ body. Professional identity formation is an intricate process characterised by a diverse mix of personal, professional, environmental and social representations that interact in real time.

The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.

The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, and social awareness. The pedagogical project reported in this study was built with the underpinnings of the SL and active learning methodologies and aimed to describe and analyse the experience built on the principles of SL for Society within the theme of Olympics values. This study took place during the school placement curricular unit of a master’s programme in the Physical Education Teacher Education programme at (blinded for review). Seventy-two preservice teachers, organised in groups, were invited to develop an SL for Society project subordinated to the theme of “No one should be left behind” (ASD 2030). An analysis of the 22 projects revealed a spectrum of seven themes: (1) Inclusion, (2) Environment and Sustainability, (3) Gender Equality, (4) Health and Wellness, (5) Olympic and Social Values, (6) Cultural Heritage and Intergenerational Relations, and (7) Learning Communities. While conceiving, planning, implementing, and evaluating the projects, the preservice teachers understood the importance of embracing inclusion, equity, sustainability, and social justice in teaching.

Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves.

La Universidad como institución responsable de la formación de profesionales debe asumir un compromiso firme con la sociedad, contribuyendo desde un enfoque crítico al desarrollo sostenible, la justicia social e inclusión. El objetivo de este artículo es describir, analizar y reflexionar sobre el empleo de modelos de formación inicial centrados en el Aprendizaje Basado en Desafíos Sociales a partir de tres experiencias de innovación en la Educación Superior realizadas en las universidades de Coímbra, Oporto y Autónoma de Madrid. Las experiencias enfocan tres dimensiones: contexto, programa formativo y valoración que fueran analizadas a luz de la inclusión, la justicia social y el desarrollo sostenible. Las fortalezas revelan el valor formativo académico y solidario-cívico que tiene para las personas participantes y receptoras. Mientras que las debilidades señalan la carencia de procesos reflexivos sistemáticos, colaborativos y comprometidos con los problemas de la sociedad para una formación con enfoque crítico y con una perspectiva ética.