School and Physical Education as Co-evolutionary Ecosystems: In-tersections between Body, Environment, and Educational Technolo-gies
Parole chiave:
Embodied Learning; Ecological Approach; Inclusive PedagogyAbstract
This article explores the school context and physical education as co-evolutionary ecosystems shaped by the dynamic interplay among body, environment, and educational technologies. Within an ecological–pedagogical perspective, learning is understood as an adaptive process in which students, teachers, and technological tools mutually influence and transform one another. Physical education emerges as a privileged field for analysing these dynamics, as it integrates embodied practices, spatial and environmental variables, and digital innovations that mediate movement, assessment, and participation. The study highlights how technological artefacts, such as sensor-based devices, immersive environments, and data-driven platforms, reconfigure corporeality and reshape traditional educational relationships, offering new opportunities for inclusion, feedback, and personalization. At the same time, the article critically examines potential risks related to digital dependence, reductionist quantification of performance, and unequal access to technological resources. By framing schools and physical education as co-evolutionary systems, the paper argues for pedagogical approaches capable of fostering ecological awareness, embodied intelligence, and responsible technological mediation, promoting sustainable and inclusive educational practices.
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