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SYSTEMATIC REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1568744
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 4 articles
Educational Practices in Motion: A Scoping Review of Embodied Learning Approaches in School
Provisionally accepted- 1University of Cassino and Southern Lazio, Department of Human Sciences, Society and Health, Cassino, Italy, Cassino, Italy
- 2Italian National Institute of Public Health, National Centre for Disease Prevention and Health Promotion, Rome, Italy, Rome, Italy
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The integration of embodied learning within educational practices has introduced a holistic framework, blending physical activity, cognition, and environmental interaction to redefine pedagogy. This approach emphasizes movement and sensory engagement as essential pieces of learning, particularly within physical education. Embodied learning not only challenges traditional dichotomies of mind and body but also facilitates more inclusive and multidisciplinary educational practices. This study explores the role of embodied learning in enhancing physical literacy, shaping embodied identity, and integrating academic disciplines. Through a comprehensive scoping review of 22 studies, findings consistently highlight its ability to boost motivation, body awareness, and meaningful engagement across diverse learning environments. However, limitations such as cultural biases, age-related gaps, and methodological constraints emphasize the need for further exploration into its broader applicability and long-term impact.
Keywords: embodiment, Embodied Cognition, Physical Education, Inclusive pedagogy, Movement
Received: 30 Jan 2025; Accepted: 21 Apr 2025.
Copyright: © 2025 Faella, Digennaro and Iannaccone. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Alice Iannaccone, University of Cassino and Southern Lazio, Department of Human Sciences, Society and Health, Cassino, Italy, Cassino, Italy
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