Fibrosis represents a terminal pathological manifestation encountered in numerous chronic diseases. The process involves the persistent infiltration of inflammatory cells, the transdifferentiation of fibroblasts into myofibroblasts, and the excessive deposition of extracellular matrix (ECM) within damaged tissues, all of which are characteristic features of organ fibrosis. Extensive documentation exists on fibrosis occurrence in vital organs such as the liver, heart, lungs, kidneys, and skeletal muscles, elucidating its underlying pathological mechanisms. Regular exercise is known to confer health benefits through its anti-inflammatory, antioxidant, and anti-aging effects. Notably, exercise exerts anti-fibrotic effects by modulating multiple pathways, including transforming growth factor-β1/small mother decapentaplegic protein (TGF-β1/Samd), Wnt/β-catenin, nuclear factor kappa-B (NF-kB), reactive oxygen species (ROS), microRNAs (miR-126, miR-29a, miR-101a), and exerkine (FGF21, irisin, FSTL1, and CHI3L1). Therefore, this paper aims to review the specific role and molecular mechanisms of exercise as a potential intervention to ameliorate organ fibrosis.

Background: In the context of China’s comprehensive implementation of the fundamental task of “Fostering Virtue through Education,” integrating values education into university physical education (PE) and elevating it from “skill delivery” to “character shaping” has become a central educational issue of China. However, robust empirical evidence on how PE instructors’ political literacy drives this process remains scarce. Methods: This study draws on survey data from PE instructors across 20 Chinese provinces and municipalities, collected from December 2025 to January 2026. Using structural equation modeling and mediation analysis, it systematically examines the internal mechanism through which teachers’ political literacy influences student values development. Results: (1) University PE instructors’ political literacy is a multidimensional construct comprising political understanding, identification, faith, and practice; (2) teachers’ “educative efficacy” plays a substantially mediating role between political literacy and effectiveness in fostering student values; and (3) three “transmission delays” exist within this pathway: the delay in translating political cognition into teaching practice, the delay in sublimating classroom fun into value internalization, and the delay in converting educative efficacy into educational outcomes. Conclusion: The accumulation of political literacy is driven by the endogenous motivation of self-efficacy, its deepening relies on external support from collaborative platforms, and its sustained development depends on the iterative momentum provided by feedback mechanisms. Consequently, this study constructs an integrated enhancement path synergizing “endogenous motivation stimulation, external environment optimization, and developmental mechanism guarantee.” This research elucidates the universal mechanism of how teachers translate personal belief systems into effective teaching practices, providing practical guidance for the professional development of PE instructors in the new era.