Learning Through Movement: Embodied Approaches in Education - A Scoping Review

INTRODUCTION: Embodied learning has emerged as a pedagogical approach that integrates physical activity, cognition, and environmental interactions to enhance education. Rooted in phenomenology and embodied cognition theories, this approach challenges traditional mind-body dualisms and fosters inclusive, multidisciplinary learning experiences. This scoping review aims to explore how embodied learning contributes to education in school settings. METHODS: Following the Joanna Briggs Institute guidelines and PRISMA checklist, a comprehensive literature search was conducted between January and November 2024, including empirical studies on embodied learning within physical education settings. Studies were screened using predefined inclusion criteria, and thematic analysis was applied to identify key themes. The quality of studies was assessed using the Mixed Methods Appraisal Tool. RESULTS: A total of 22 studies were selected and 3 core themes were identified: Physical Literacy, Embodied Identity, Multidisciplinarity. Results highlighted how movement-based learning identifies physical movement as essential to cognition, enhancing comprehension, particularly in STEM subjects. Sensory experience plays a crucial role, as cognition emerges from the integration of visual, auditory, kinesthetic, and tactile inputs. The alignment between movement and learning tasks influences retention, with greater bodily engagement leading to stronger outcomes. Exploration and body awareness further enrich learning by fostering self-awareness and meaning making. Playfulness and enjoyment enhance motivation, making learning more engaging. Embodied learning also extends into digital environments, where immersive technologies support sensorimotor interaction. Additionally, it supports cross-disciplinary connections by grounding abstract concepts in concrete experiences. The concreteness fading process further reinforces this approach, gradually guiding learners from physical interaction to abstract reasoning, enhancing knowledge transfer. Discussion: Embodied learning offers a transformative framework for education by bridging physical activity with cognitive and social development. It challenges normative constructs of ability and fosters inclusive practices that meet diverse student needs. The integration of digital tools, such as virtual reality and motion-based gaming, represents an emerging frontier with potential applications in education. Despite its benefits, challenges in implementation, resource allocation, and curriculum integration remain. CONCLUSION: This review underscores the potential of embodied learning to enrich education by fostering holistic, student-centred pedagogies. Further research is needed to address methodological constraints, explore long-term impacts, and enhance the scalability of embodied learning interventions in diverse educational and cultural settings.