Abstract
This review examines the role of physical education as a pedagogically grounded means of supporting student mental well-being in higher education. In the context of increasing academic pressure, sedentary lifestyles, and the growing prevalence of mental health challenges among university students, physical education is reconsidered not merely as a fitness-oriented subject but as an integrative educational practice. The study synthesizes international research on pedagogical conditions, instructional approaches, and institutional strategies that connect physical activity with psychological resilience, motivation, emotional regulation, and social engagement. Particular attention is given to student-centered and inclusive models, the integration of digital technologies, interdisciplinary courses linking physical education with health and neuroscience, and mindfulness-based and stress-reduction practices. A comparative analysis of international best practices demonstrates that positive mental well-being outcomes are most evident when physical education is embedded within supportive university policies and holistic learning environments. The findings indicate that pedagogically informed physical education enhances not only students’ physical health but also their academic functioning, sense of belonging, and long-term engagement in healthy lifestyles. The review highlights the need for integrated higher education policies that position physical education as a strategic component of student mental well-being and sustainable university development.