1. Introduction
Today, many countries have started to invest in sports infrastructure and to formulate policies that encourage their citizens to carry out more physical activity (PA) and, thereby, to recognize the importance of physical fitness (PHYS_FIT) and to increase awareness among all their populations [
1]. This helps people to enroll in everyday physical exercises that enhance their physical and mental health [
2]. Physical exercises improve people’s wellness, fitness, and well-being [
3,
4]. In promoting sustainable health and well-being, the key objective is reorientating health services and public policies and the community’s engagement in creating sustainable healthy environments that support the Sustainable Development Goals (SDGs) [
5]. Globally, universities and educational institutions provide their students, generally and more specifically students with disabilities (SwDs), with a sustainable learning environment that is designed to encourage them to learn, exercise, and find entertainment [
6].
PHYS_FIT is very important for SwDs. PHYS_FIT is essential in improving a person’s quality of life (QoL). Individuals can significantly improve their health and well-being by exercising regularly and PA [
7]. Chronic illness, poor mental health, and heart disease are all risk factors due to inadequate physical health awareness (PHA) and, consequently, there is a need for sustainable support [
8]. The SDGs’ third goal focuses on the importance of the sustainability of people’s health and well-being. Due to stigma and prejudice, it may be difficult for SwDs to obtain health-related services, learning technologies, and fitness facilities [
9]. Due to these obstacles, SwDs are frequently unable to participate fully and equally in society [
10]. Since being physically fit is essential to carrying out daily tasks, low strength and stamina limit one’s independence as an adult [
11]. Students’ motor development and physical exercise are modifiable factors that positively correlated with PHA [
12,
13].
Since 2012, physical inactivity has been acknowledged as a worldwide pandemic that has resulted in substantial health and economic consequences [
14]. Globally, educational institutions including universities have developed their learning environments to include extracurricular activities, such as sports, since these are supposed to improve the level of PA and PHYS_FIT. In many countries, little attention has been paid to developing and maintaining educational institutions’ health facilities [
15]. In the regard, the findings of previous studies show that students, who participate in most extracurricular activities, outperform non-participants in terms of their educational performance [
16]. According to the findings of previous studies, there is a link between PA and improved QoL in terms of environment, vitality, social interactions, mental health, and physical health [
17].
In addition, it has been demonstrated that PHYS_FIT components, which include balance, speed of execution, flexibility, strength, endurance, and agility, improve with exercise programs and, in turn, improve university students’ PHYS_FIT and overall QoL [
18]. Being physically healthy improves psychological well-being by lowering stress, elevating mood, and raising self-worth. The findings of previous studies demonstrate that those who consistently maintain more significant levels of physical fitness report greater degrees of pleasure and general contentment with their lives [
19].
In this study, we focus mainly on the problems of PHYS_FIT and its direct impact on SwDs’ QoL. Our research problem focuses mainly on the issue of PHYS_FIT among Saudi Arabia university SwDs. PHYS_FIT is important for all people and can lead to protecting them from illnesses and diseases [
20,
21]. The World Health Organisation (WHO) recommends that adolescents participate for a minimum of one hour every day in moderate-to-vigorous physical activity (MVPA) [
22]. SwDs needs to balance their daily activities and time for fitness activities. This requires time, support, and special facilities. The findings of previous studies have shown that individuals with disabilities participate in less PA than those without disabilities [
23]. Many countries do not widely share the culture of sustainable QoL through sustainable PHYS_FIT and PA.
The findings of international studies reveal that 75% of people with particular disabilities do not engage in enough PA to benefit from it [
24]. Previous studies’ findings demonstrate that SwDs engage in sedentary behaviors more frequently than their able bodied classmates [
25]. The measurement of regular activity is the most popular method to determine PHA [
26]. A positive correlation between PHA and academic accomplishment can be used as justification to create, sustain, maintain, expand, and even enhance physical education programs in an environment of academic accountability [
27]. Low general PHA is linked to poor academic performance. Students who are physically fit have a much reduced risk of performing poor in academics [
28]. Students’ levels of PHA can be enhanced by encouraging them to exercise and becoming more involved in physical activity [
29].
There is a great need to enhance the level of SwDs’ PA and, therefore, their PHYS_FIT. Numerous studies’ findings have identified obstacles that prevent SwDs from engaging in as much PA as they would like [
30,
31]. Numerous types of disability impact on wellness, fitness, and health. In certain situations, handicaps (such as losing a limb or reduced intellectual functioning) may make it difficult to function. However, it need not hurt one’s health, wellness, or fitness [
32]. The health risks increase with college students’ exercise participation levels [
33].
This study is necessary because it explores the direct impact of PHYS_FIT on SwDs’ physical self-esteem (PHS), academic performance (ACD_PRF), and QoL. With to recent data, the percentage of disabled Saudi Arabia people ranges from 3.9% to 7.1%, with physical disabilities making up most instances. These numbers are expected to climb due to the continuous increase in health risks such as obesity, lack of exercise, motor crashes, and persistent diseases [
34]. Very few previous studies have examined these relationships. In addition, our model is unique in showing how ACD_PRF and PHS mediate PHYS_FIT’s impact on QoL. There is little such information and literature currently available, more particularly with respect to Arab nations. Very few studies have studied PHYS_FIT and its relationship with SwDs’ QoL. Previous Saudi Arabia studies have primarily focused on physical exercise in children diagnosed with Down syndrome and their parents [
35].
Consequently, in this study, we aim to examine PHYS_FIT’s impact on Saudi Arabia university SwDs’ ACD_PRF, PHS, and QoL. In addition, we have developed our ACD_PRF approach to investigate the role that ACD_PRF and PHS play as mediators in the relationship between PHYS_FIT and QoL. In this study, we try, also, to test PHS’ direct effects on ACD_PRF and QoL. Therefore, when compared to previous studies, this shows the importance of this study and the significant contribution made by its findings to the current literature. There is a lack of literature since very few previous studies have explored PHYS_FIT’s impact on university SwDs’ QoL. In addition, by introducing new concepts, such as sustainable PHYS_FIT and QoL among SwDs, we try to fill the ACD_PRF gap in aligning sustainability with the current university environment.
We anticipate that this study’s findings will affect academia, society, and health. Furthermore, our goal is to offer useful suggestions and recommendations to educational institutions’ decision-makers and policy formulators. This study’s conclusions will assist sustained wellness, QoL, and wellness in line with the SDGs.
5. Discussion
In this study, we aimed to determine the relationship between PHYS_FIT and QoL, and to identify the critical elements that influence the quality of the Saudi Arabia university SwDs. Accordingly, we examined the following relationships: the direct correlations between PHYS_FIT and PSE; between PHYS_FIT and QoL; between PHYS_FIT and ACD_PRF; between PSE and QoL; between ACD_PRF and QoL; and between ACD_PRF and PSE. In addition, we attempted to investigate the following: (1) the effect of PSE on the link between PHYS_FIT and QoL; (2) PSE’s role as a mediator between ACD_PRF and QoL; (3) ACD_PRF’s mediation effect on the relationships between PHYS_FIT, PSE and QoL; and (4) ACD_PRF’s mediation effect on the relationship between (PHYS_FIT and QoL).
This study’s findings show that PHYS_FIT has a beneficial direct impact on PSE. Our findings are consistent with earlier empirical research findings [
37,
39,
44]. These studies indicate that, through enhanced physical and academic performance, biochemical and psychological effects, and increased self-efficacy and goal achievement PHYS_FIT directly impacts PSE. However, SwDs face unique challenges as their physical limitations can make it difficult to navigate buildings, attend classes, and participate in activities. This may cause feelings of loneliness and frustration that can affect their self-esteem.
Furthermore, this study’s findings show that PHYS_FIT directly impacts QoL. These findings are consistent with those of previous research studies. In the context of a student’s disability, PHYS_FIT can be a powerful tool used to enhance their independence, well-being, resilience, and overall QoL [
47,
50,
53,
56]. By creating accessible opportunities and celebrating individual achievements, universities can empower SwDs to thrive on their personal and academic journeys. This study’s findings indicate that, consistent with previous studies’ findings, PHYS_FIT positively impacts ACD_PRF [
58,
59,
60]. Therefore, PHYS_FIT can be a valuable tool for SwDs to improve their cognitive function, to manage stress, and to boost their overall well-being. This can lead to a more positive learning environment and potentially contribute to better ACD_PRF. In addition, this study’s findings, consistent with previous studies [
61], demonstrate that ACD_PRF increases significantly in participants who engage in consistent physical activity routines. Consistent with the findings of the previous studies [
71], this study’s conclusions confirm the beneficial direct relationship between PSE and QoL for SwDs. By promoting a positive body image and fostering self-acceptance, universities can contribute to improved social integration, increased motivation, better mental health, and ultimately a higher QoL for their students.
The relationship between ACD_PRF and QoL for SwDs is intricate and multidimensional. While academic success can positively impact well-being, this study’s findings highlight a negative relationship between ACD_PRF and QoL. This finding can be interpreted as indicating that the pressure to succeed academically can be particularly intense for SwDs who might face additional challenges. Chronic stress and anxiety can have a negative impact on mental health and overall well-being. This study’s finding is contrary to previous findings [
100]. This study’s findings show that there is a direct relationship between ACD_PRF and PSE. These findings confirm those of previous studies and emphasize the importance that physical education programs or participation in sports can help with SwDs’ academic success and help to boost their PSE. On the one hand, the mastery of new skills and experiencing the joy of movement can contribute to a more positive body image [
82]. On the other hand, this study’s findings show that ACD_PRF does not improve the relationship between PHYS_FIT and QoL.
Furthermore, this study’s findings demonstrate that, consistent with those of previous studies [
101], PSE has a considerable impact on QoL. While PHYS_FIT directly improves health and some aspects of QoL for SwDs, PSE plays a crucial mediating role. By fostering a positive body image and self-confidence, universities can empower students’ ACD_PRF through the full benefits of PA and lead them to experience an overall higher QoL.
This study’s findings show that PSE mediates and improves the relationship between ACD_PRF and QoL. This finding adds to the study’s conclusions regarding the context of SwDs. Therefore, students with a high sense of their own physical worth may be more inclined to value leading a healthy lifestyle, including getting enough sleep and managing their stress. These healthy habits can indirectly improve ACD_PRF and overall well-being, contributing to a higher QoL. These findings highlight the significance of PSE in promoting excellent educational outcomes. A few previous studies have investigated the relationship between PSE and actual state. This is despite there being a substantial relationship between quality of life, student conduct, and perceived academic competence. Therefore, high levels of PSE have a positive effect on ACD_PRF which, in turn, improves future QoL. Improved PHYS_FIT can lead to a more positive body image and increased confidence in physical abilities. This enhanced PSE can motivate students to participate in various activities, manage challenges, and, ultimately, experience a higher QoL. However, it is likely that the strength of this mediation depends on the specific disability and the student’s circumstances.
This study’s findings contribute to the current literature by reporting novel results. In this study, we aimed to understand how PSE and ACD_PRF mediated the link between PHYS_FIT and QoL. This study’s findings demonstrate that PSE is crucial to improving the link between ACD_PRF and QoL. A single, moderate level of physical exercise significantly impacts a student’s ability to integrate academic concepts and create a better learning environment, enabling participants to demonstrate increased levels of physical confidence. This suggests that shifting the university culture towards a “growth mindset”, which values effort, progress, and individual strengths alongside ACD_PRF, reduces pressure and fosters a more supportive learning environment for all students.
6. Conclusions
There has been great focus on issues related to students with disabilities at the university level around the globe. The primary goal of fostering sustainable health and well-being is to reorient public policies and health services and community engagement in establishing sustainable, healthy settings that promote the Sustainable Development Goals (SDGs). Across the world, academic institutions and colleges offer their students, particularly those with disabilities (SwDs), a sustainable learning environment that is intended to motivate them to learn, exercise, and have good wellbeing [
5].
This study examined the direct effects of physical fitness (PHYS_FIT), physical self-esteem (PHS), academic performance (ACD_PRF), and quality of life (QoL). We collected the data online using a self-reported questionnaire and received valid responses from 400 students. We used the SmartPLS 4 program and PLS-SEM to examine the collected data. This study’s findings show that PHYS_FIT has a direct impact on PHS. The findings of this study supported prior research that found a positive association between PHYS_FIT and PHS [
44]. This implies that when students have practiced additional exercise, this can help them to lose weight, tone their muscles, and help them to develop more endurance. They may feel more assured about how they look as a result of these adjustments.
University management and students’ affairs department should develop sustainable policies that encourage students, especially those with disabilities, to do more exercise regularly. Frequent exercise improves students’ general physical capacity, adaptability, and power. This sense of accomplishment in physical fitness practices might greatly increase trust in the possibilities of the student body. Students engaging in consistent physical activity can yield multiple advantages that surpass mere physical transformations. It can have a genuinely transformational effect on their sense of general well-being and PHS [
102]. Our findings suggest that Saudi education institutions ought to create specialized disability PHYS_FIT support service departments to administer disability services including PHYS_FIT effectively.
Our finding shows that PHYS_FIT improves the QoL of students with disabilities. This finding is also aligned with the previous studies [
47]. In conclusion, integrating physical fitness into daily activities and study curriculums can greatly enhance students’ well-being. Universities should create a sustainable learning environment that allows students with disabilities to engage in physical activities as well as present chances for social networking, friendship-building, and meeting new individuals. All these practices might help to improve their QoL.
Our findings also show that PHYS_FIT improves the level of ACD_PRF. This confirms previous studies’ findings [
58]. This suggests that regular physical activity can increase blood flow to the brain, hence improving memory, attention span, and QoL [
103]. Better comprehension and data interpretation may result from this. Thus, universities should pay much attention to the curriculum design and ensure that there are many non-class activities including sports and PHYS_FIT facilities.
In addition, our findings show that PHS and ACD_PRF both directly impact students’ QoL. These findings also support previous studies [
78,
81].
The results of this study further demonstrate that PHS and ACD_PRF both mediate and increase the relationship between PHYS_FIT and QoL. Further research can utilize moderating variables like gender and student year of study to assess the model of this study in two other groups or in a different settings (population, industry, or country) and perform a multiple-group analysis. Universities should train staff, teachers, and student assistance providers to better appreciate the problems posed by disabilities and promote inclusive interactions.
7. Implications and Future Research
There are many valuable consequences, both academic and social, that arise from this study’s findings. Saudi universities can assist students by supporting physical activities and identifying the specific desires of SwDs by encouraging reachable fitness programs. Saudi universities can inform their student unions, on the benefits of physical fitness for mental health, social commitment, and overall welfare.
Among the noteworthy scholarly ramifications is advocacy for inclusive education. Therefore, we recommend that Saudi Arabia universities foster an environment that is more inclusive by encouraging physical health and celebrating a range of talents. Positive social connections and a feeling of belonging are critical factors to help SwDs’ well-being and academic success.
Practicing consistent exercise can be an influential instrument for Saudi universities to aid SwDs with less classes. Physical activity can improve health up to a greater extent and result in fewer cases of sickness due to improved immunity. Furthermore, taking these courses and promoting their desired objectives helps SwDs develop significant self-supporting skills to help them during their education journey. In addition, Saudi universities should include SwDs from the start when designing new fitness programs and before implementing them. This generates an additional comprehensive environment and guarantees the programs encounter SwDs’ desires and needs.
Additionally, based on the research results, numerous policy guidelines can be recommended to improve the QoL and academic performance of vulnerable students in KSA. These policy guidelines include incorporating physical fitness practices into the academic core curriculum to promote a holistic methodology for university student development. Furthermore, offering additional academic assistance like coaching and homework support is vital for university students who require extra help to fulfill their academic objectives. Strengthening home-school collaborations is also vital to ensure consistent and continuous support for university students with disabilities across different circumstances. Partnership with community health organizations, fitness and sports centers is crucial to provide widespread support to vulnerable university students. Furthermore, supporting community residents in university volunteering can offer extra backing and mentorship for university students with disabilities, positively contributing to their overall QoL and academic success.
Finally, it is important to check how well these programs work. By listening to student feedback and looking at data, universities can adjust and improve them over time to encourage collaboration between community and university stakeholders and, thereby, ensure a thorough and well-coordinated approach to serving SwDs. Universities should consult SwDs before creating and implementing new physical fitness initiatives. These should be monitored continuously to ensure the effectiveness of such initiatives and, based on user feedback and statistical data, adjustments should be made as necessary.