How university physical education instructors’ political literacy shapes student values: the mediating role of teacher educative efficacy in the Chinese context

The integration of values education into university physical education (PE) programs in China is a critical undertaking, aiming to transform PE from a focus on skill delivery to one of character development. However, a significant research gap has existed regarding how PE instructors’ political literacy drives this complex process. A recent study, drawing on a comprehensive survey of PE instructors across 20 Chinese provinces, has shed light on this crucial link, identifying teacher educative efficacy as a key mediator and uncovering several "transmission delays" that impede the effective transfer of values.

The research, conducted between December 2025 and January 2026, surveyed 207 university PE instructors. It employed structural equation modeling and mediation analysis to systematically explore the internal mechanisms through which instructors’ political literacy influences student values development. The findings reveal that political literacy is a multidimensional construct encompassing political understanding, identification, faith, and practice. Crucially, the study found that teachers’ "educative efficacy"—their belief in their ability to successfully foster student values—significantly mediates the relationship between their political literacy and their effectiveness in achieving these educational goals. Furthermore, the research identified three key "transmission delays" that hinder this process: the delay in translating political cognition into practical teaching strategies, the lag in sublimating student enjoyment in PE into genuine value internalization, and the delay in converting teachers’ educative efficacy into tangible educational outcomes.

Background: The Mandate for Values Education in Chinese Universities

China’s national educational policy, guided by the fundamental task of "Fostering Virtue through Education," has propelled a nationwide reform known as "Curricular Ideological and Political Education." This initiative mandates the integration of ideological and political education into all university curricula, with physical education being a key focus. The aim is to imbue students not only with physical fitness and skills but also with a strong sense of national identity, socialist core values, and a well-rounded character. This paradigm shift requires PE instructors to move beyond traditional pedagogical approaches and become active agents in shaping students’ moral and civic development.

Historically, university PE has been primarily concerned with physical conditioning, sports skill development, and promoting healthy lifestyles. While these aspects remain important, the new educational directive necessitates a deeper integration of ideological and political content, fostering values such as patriotism, collectivism, diligence, and integrity. This transition presents considerable challenges for instructors who may lack the training, resources, or pedagogical frameworks to effectively bridge the gap between abstract political concepts and the practical, often dynamic, environment of sports.

Methodology: A Deep Dive into Instructor Perceptions

The study’s methodology involved a rigorous quantitative approach. A nationally representative sample of 207 university PE instructors from 20 provinces and municipalities participated in a survey conducted from December 2025 to January 2026. The survey instrument was meticulously designed to measure three core constructs:

• Teacher Political Literacy: This was conceptualized as a multidimensional professional competency, encompassing:
  • Political Understanding: The ability to accurately interpret national strategies and sports policies.
  • Political Identification: Embodied and emotional identification with Core Socialist Values, particularly those inherent in sports like collectivism and fair competition.
  • Political Faith: The sublimation of patriotic traditions and the spirit of striving into a firm educational belief and sense of mission.
  • Political Practice: The ability to organically integrate ideological elements into teaching strategies within motor skill instruction.
• Teacher Educative Efficacy: Defined as PE instructors’ confidence in their ability to successfully fulfill values education responsibilities. This was further broken down into:
  • Self-Efficacy: Confidence in personal teaching capabilities.
  • Collaboration and Platform Support: The level of support received from teamwork and organizational culture.
  • Feedback and Reflection: The initiative to improve based on student outcomes and self-assessment.
• Student Values Development Outcomes: This construct, aligned with national educational objectives, included:
  • Enjoyment Experience: Student pleasure and enthusiasm from sports.
  • Physical Fitness: Improvement in health and exercise habits.
  • Character Development: Cultivation of integrity, cooperation, responsibility, and collective consciousness.
  • Willpower: Development of resilience, purpose, and ability to overcome setbacks.

The validity and reliability of the scales were thoroughly assessed using established statistical methods, including content validity analysis via the Delphi method, exploratory and confirmatory factor analysis for construct validity, and Cronbach’s alpha for internal consistency. Common method bias was also addressed through procedural remedies and analytical checks.

Key Findings: Unpacking the Transmission Mechanism

The study’s results offer a nuanced understanding of how political literacy translates into effective values education.

1. The Multidimensional Nature of Political Literacy:
The research confirmed that political literacy among PE instructors is not a monolithic concept. It comprises distinct but interconnected dimensions: understanding policies, identifying with core values, holding firm political beliefs, and crucially, the practical application of these in teaching. This multidimensionality is vital, as it highlights that simply possessing theoretical knowledge is insufficient; the ability to translate this knowledge into pedagogical action is paramount.

2. The Central Role of Educative Efficacy:
The most significant finding is the substantial mediating role of teacher educative efficacy. The structural equation modeling revealed that political literacy positively influences educative efficacy, which, in turn, strongly impacts student values development outcomes. This suggests that instructors with higher political literacy are more likely to believe in their capacity to effectively teach values, and this belief is the primary driver of their success. The direct effect of political literacy on student outcomes was found to be small and non-significant when educative efficacy was included in the model, underscoring the critical importance of this mediating psychological construct.

3. Identifying "Transmission Delays": Bottlenecks in the Process
The study identified three critical "transmission delays" that impede the seamless flow from political literacy to student values development:

• Delay 1: Cognition to Practice Translation: A notable gap exists between instructors’ theoretical understanding of political concepts and their ability to translate these into concrete PE teaching strategies. This suggests that while instructors may grasp the "what" of values education, they struggle with the "how." This deficit in practical pedagogical skills can undermine their confidence and efficacy.
• Delay 2: Enjoyment to Internalization Sublimation: While PE classes are often enjoyable for students, this positive experience does not always automatically translate into the internalization of deeper values like resilience or a sense of purpose. The research indicates a need for more deliberate pedagogical approaches to help students connect their immediate enjoyment with enduring character development.
• Delay 3: Efficacy to Outcome Conversion: Even with a strong sense of educative efficacy, instructors may not always achieve desired student outcomes. This delay points to the need for robust feedback mechanisms and reflective practices to ensure that efficacy beliefs are continuously refined and translated into effective teaching adaptations that lead to measurable improvements in student values.

Analysis of Transmission Delays and Proposed Solutions

The identified transmission delays are not merely academic observations; they represent practical challenges that hinder the effective implementation of "Fostering Virtue through Education" in university PE.

Delay 1: Bridging the Theory-Practice Chasm
The gap between theoretical political cognition and practical teaching application is a well-documented phenomenon in educational research. It often stems from a lack of targeted professional development that equips instructors with the specific pedagogical tools to integrate abstract ideological concepts into the practical domain of sports. The study highlights that this deficiency erodes teacher self-efficacy.

To address this, the research proposes:

• Capability Empowerment: Developing a "political concept to teaching behavior" translation toolkit. This could involve workshops focused on curriculum design, creating exemplary case studies of successful values integration in PE, and providing ready-to-use teaching resource packages.
• Mechanism Guidance: Reforming evaluation and incentive systems to explicitly recognize and reward effective values education. This could include incorporating qualitative assessments of ideological and political education outcomes into performance reviews and establishing professional development pathways that emphasize this aspect of teaching.

Delay 2: From Fleeting Fun to Lasting Values
The sublimation of enjoyment into value internalization requires a pedagogical approach that consciously guides students to reflect on their experiences and connect them to broader ethical and civic principles. Without this deliberate scaffolding, the positive emotions derived from sports can remain superficial, failing to foster deep-seated character traits.

The proposed solutions include:

• Institutional Synergy: Establishing collaborative mechanisms between PE departments, ideological and political education departments, and student affairs offices. This interdisciplinary approach can facilitate co-creation of curricula, joint activity planning, and integrated student assessments.
• Platform Empowerment: Fostering regular teaching research communities where PE and ideological/political education instructors can share best practices, co-develop teaching materials, and observe each other’s lessons. Expanding off-campus practical bases can also provide real-world contexts for value cultivation.

Delay 3: Realizing the Potential of Educative Efficacy
Teacher educative efficacy is a crucial driver of student outcomes, but its full potential is realized only when coupled with continuous feedback and reflection. The absence of effective feedback loops can prevent instructors from accurately assessing their teaching impact and making necessary adjustments.

To overcome this, the study recommends:

• Multi-Source Feedback Systems: Implementing a comprehensive feedback system that gathers input from students, peers, and expert supervisors. This holistic approach provides instructors with a clearer understanding of their strengths and weaknesses in values education.
• Deepening Reflective Practice: Integrating systematic political learning with concrete teaching reflection. Instructors should be encouraged to analyze their teaching cases in light of educational policies and core values, fostering a continuous cycle of learning and improvement.

Broader Implications and Future Directions

The findings of this study have significant implications for educational policy and practice in China and potentially beyond. By highlighting the critical role of teacher educative efficacy and identifying specific transmission delays, the research provides a roadmap for enhancing the effectiveness of values education in university PE.

The study’s emphasis on the synergistic relationship between political literacy, educative efficacy, and student values development offers a valuable framework for professional development programs targeting university PE instructors. It underscores the need to move beyond theoretical instruction and focus on building instructors’ confidence and practical skills in values education.

While the study is situated within the Chinese context, its core message about the importance of teacher efficacy and the need to address pedagogical translation challenges resonates globally. As educational systems worldwide increasingly seek to integrate values education into their curricula, understanding the psychological and pedagogical mechanisms that enable teachers to be effective in this role is paramount. This research provides empirical evidence that can inform the design of teacher training programs and educational policies aimed at fostering well-rounded, ethically grounded individuals.

The authors of the study propose that the accumulation of political literacy is driven by self-efficacy, its deepening relies on external support from collaborative platforms, and its sustained development depends on feedback mechanisms. Consequently, they advocate for an integrated enhancement path that synergizes "endogenous motivation stimulation, external environment optimization, and developmental mechanism guarantee." This holistic approach aims to equip PE instructors with the necessary competencies to effectively contribute to the national goal of "Fostering Virtue through Education" in the new era. The study’s comprehensive approach, combining theoretical depth with empirical rigor, offers a significant contribution to the field of educational psychology and teacher education, paving the way for more effective values integration in physical education.