ANALYSIS OF THE ADDED VALUE OF PHYSICAL EDUCATION IN HIGHER EDUCATION
Abstract
Objectives. This study aims to systematically examine the added value of physical education (PE) in higher education by analyzing its academic, psychological, and social effects on university students and by deriving evidence-based implications for curriculum design and institutional policy. Material and methods. A structured, systematic literature review was conducted using two international databases: Scopus and Google Scholar. The search targeted peer-reviewed studies on physical education in higher education that involved university students aged 18–30. Following screening of 724 records, removal of duplicates, and application of predefined inclusion and exclusion criteria, 32 empirical studies were selected for final analysis. Of these, 12 employed longitudinal designs, 8 used mixed-methods approaches, and 7 were meta-analyses or systematic reviews; the remaining studies were cross-sectional quantitative or qualitative investigations. Study quality was assessed using the Critical Appraisal Skills Programme [CASP] checklist for qualitative studies and A Measurement Tool to Assess Systematic Reviews [AMSTAR] for systematic reviews and meta-analyses. Data were synthesized through qualitative thematic analysis and comparative synthesis of reported outcomes. Results. The analyzed studies report associations between participation in physical education and improved academic engagement, concentration, and cognitive functioning. Psychological outcomes frequently included reduced stress, anxiety, and depressive symptoms, as well as increased self-esteem and emotional resilience. Social outcomes encompassed enhanced interpersonal relationships, teamwork, communication skills, and a stronger sense of belonging within the university community. Gender, institutional support, and facility availability were reported as moderating factors influencing these outcomes. Conclusions. Physical education represents a multidimensional educational resource in higher education, contributing to academic engagement, mental health, and social development. The findings support the systematic integration of PE into university curricula and underscore the need for evidence-based institutional policies, particularly in contexts such as Albania, where implementation remains limited. Keywords: physical education curriculum, higher education, student well-being, academic engagement, PRISMA-informed systematic review