Designing Embodied Learning Environments for First-Aid Education in Higher Education: A Practice-Based Study of a Public Emergency Response Course

Abstract

First-aid education in universities often faces a gap between knowledge acquisition and practical action. Many students can explain emergency procedures but hesitate when responding to real situations. This study explores how embodied learning approaches can improve first-aid training in higher education. Based on embodied cognition theory, this study develops a four-environment learning model, including distributed learning, simulation-based practice, interactive scenario training, and community-based application. The model was implemented in a public emergency prevention and first-aid course. Through digital learning resources, simulation equipment, immersive scenarios, and authentic practice, students gradually moved from understanding procedures to performing skills confidently. Teaching outcomes indicate improvements in skill assessment and students’ willingness to apply first-aid knowledge in real contexts. The study suggests that embodied learning environments can provide a practical framework for bridging the gap between knowing and doing in university first-aid education.