Sobsun Mahaniyom
The transformation of education under the Sustainable Development Goals (SDGs) requires innovative approaches to evaluating educational programs beyond traditional academic outcomes. Physical Education (PE) plays a crucial role in promoting physical literacy, lifelong learning, health, well-being, inclusion, and sustainability. However, existing PE evaluation frameworks often fail to align with Sustainable Development Goal 4 (SDG 4) and the competencies required in the twenty-first century. This study aimed to develop and validate a comprehensive SDG-based indicator framework for evaluating 21st-century Physical Education programs in higher education. A mixed-methods sequential exploratory design was employed. Phase I involved a systematic literature review of SDG 4 indicators, UNESCO Quality Physical Education guidelines, physical literacy frameworks, and 21st-century skills literature. Phase II utilized a three-round Delphi process with 25 experts in physical education, educational evaluation, sustainability education, and curriculum development. Phase III validated the proposed indicators through a survey of 420 physical education teachers and university lecturers. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were applied to assess construct validity and model fit. Findings: The study identified five dimensions comprising 25 indicators: (1) Physical Literacy Development, (2) Sustainable Learning Competencies, (3) Health and Well-Being Outcomes, (4) Inclusion and Equity, and (5) Global Citizenship and Sustainability Awareness. The measurement model demonstrated satisfactory validity and reliability (χ²/df = 1.96, CFI = 0.97, TLI = 0.96, RMSEA = 0.047, SRMR = 0.041). All factor loadings exceeded 0.70 and composite reliability values ranged from 0.88 to 0.95.