Workplace telepressure and workplace cognitive failure among hospital financial personnel: a mediation analysis and latent profile analysis based on work-family conflict and self-regulatory fatigue.

Physical literacy (PL) can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life (). In recent years, the concept of PL has emerged as a key point in international policy and practice, recognized for its relevance in fostering active individuals and societies (). It can be considered an individual's journey. Cairney et al. () emphasized that PL is a lifelong developmental process based on an individual's relationship with movement and physical activity (PA). In their model, the authors showed that positive PA experiences influence PL, which in turn influences participation in PA and health outcomes later in life. A disposition towards engaging in movement and PA throughout life is proven to help prevent and manage noncommunicable diseases such as heart disease, hypertension, stroke, diabetes and several cancers, as well as improve mental health, quality of life and well-being (). School settings play a crucial role in fostering PL and PA. As a core concept in Physical Education (PE), PL promotes lifelong engagement by consolidating the physical, emotional, cognitive, and social skills necessary for youth development. According to UNESCO, PL is one of the pillars of the Quality Physical Education, promoting the enhancement of children and adolescents' motivation, confidence, physical competence, knowledge and understanding that are crucial for nurturing healthy, capable and active citizens (). The GloPL Consortium () highlights the importance of equipping future educators with the knowledge and skills to promote PL, as PE and primary school teachers directly impact students' lifelong PA and well-being. Evidence highlighted a clear need to strengthen professional development to integrate PL more effectively in practice (). Although some countries have already integrated PL objectives into their national educational curricula (–), these curricula only moderately met UNESCO's and WHO's claims for policy and curricular alignment (). Notable gaps remain in areas such as student-centered teaching, assessment methods, and the acknowledgement of individuals' life journeys (). Universities can play a critical role in this process by providing purposefully designed education curricula that embed PL into initial teacher training. These programs can equip the next generation of teachers with a robust understanding of the PL concept, while providing the appropriate teaching experiences and skills needed to act as a role model for their future pupils. However, in this context, a significant gap remains in the literature, especially regarding how the digital transformation of higher education curricula and the integration of gamified learning approaches can effectively support initial teacher education in enhancing PL knowledge. To address this specific need, the ePhyLi project was developed. Founded by the Erasmus + Sport program, the project, primarily dedicated to university students in PE and primary education, aimed to: (a) assess university students' understanding of PL and how this influences their personal engagement in PA; (b) contribute to the digital transformation of university curricula by developing open-access digital educational tools for promoting PL within university curricula and training programs, using a gamified digital learning approach; (c) increase students' knowledge and understanding of PL and educate them on the importance of a healthy lifestyle; and (d) prepare future teachers to promote PL to their students, as part of their future professional practice. The present paper aims to inform readers about the ePhyLi project, to evaluate the effectiveness of the tools in enhancing knowledge and understanding of PL, and to assess users’ experiences with tools usability and satisfaction. Specifically, the study addressed the following Research Questions (RQ):