Physical Education (PE) is envisioned differently across generations, yet these perspectives can be aligned with contemporary curriculum reform. Guided by Strauss–Howe generational theory and Turkey’s 2025 Türkiye Century Education Model, this qualitative study examines lesson design preferences among teachers (Generations X and Y) and students (Generation Z). Thirty-two purposively selected participants from provinces identified by Ministry success indicators completed semi-structured interviews. Data were analysed through directed content analysis alongside thematic analysis. Findings indicate convergence on gamified, technology-supported, and individualized PE with process-oriented, fair assessment. Teachers endorse this vision while foregrounding constraints associated with infrastructure, time, space, and class size. The emergent profile mirrors the 2025 curriculum’s virtue–value–action orientation and its literacy and socio-emotional competencies. Four priorities translate the framework into implementable design: (i) multi-evidence assessment that captures performance and growth, (ii) systematic differentiation via station-based and modular activity designs, (iii) short feedback cycles coupled with structured student-voice mechanisms, and (iv) strengthened school digital infrastructure with targeted professional learning to build digital pedagogical competence. Overall, the study articulates a generationally informed, feasible architecture for PE that bears implications for curriculum development, teacher education, and school improvement.
Yıldız et al. (Thu,) studied this question.