Co-creation is proposed as a method to bridge gaps between policy and practice, such as implementing education for sustainable development (ESD) across educational areas. While generally applied in higher education, its systematic use to implement ESD in higher education, and particularly in physical education teacher education (PETE), remains underexplored. This case study aims to examines co-created PETE courses as well as enablers and challenges to co-creative integration of ESD in PETE at a German university.

Project documents outlined the types, learning objectives and contents of co-created measures for PETE. Semi-structured interviews with members of the collaboration team (three students, six teacher educators, head of institute) and three teacher educators not involved in co-creation provided insights into enabling and challenging factors of co-creation. Qualitative content analysis identified key factors during co-ideation, co-design and co-implementation.

Five measures with a focus on ESD-specific content knowledge, pedagogical content knowledge and key sustainability competences were co-designed, with three co-implemented. Enablers included individual motivation linked to ESD’s societal relevance, alignment of ESD and PETE, a diverse collaboration team, equal participation, high ownership of specific measures, supportive leadership and clear yet flexible processes. Challenges included perceived low ESD relevance in PETE, limited ownership of overall project, low student and staff involvement and acceptance, curriculum and time constraints.

Drawing on the results, this study suggests the following recommendations for implementing co-creation in the higher education context, with particular attention to PETE: frame ESD topics in ways that connect directly to PETE students’ professional identities; integrate ESD instead of treating it as “add-on”; balance openness with goal clarity; foster inclusive, supported collaboration teams; provide structural and leadership support for sustainability.

This case study focuses on co-creation as an approach to integrate ESD in PETE. It contributes to the literature by systematically addressing enablers and challenges across various stages of co-creation. It provides valuable procedural insights for researchers and practitioners working in higher education.