This study investigates student attitudes toward blended learning (BL)and flipped classroom (FC) approaches in physical education, examining their potential contributions to achieving United Nations Sustainable Development Goals (SDGs). Through a comprehensive survey of 200 university students, perceptions regarding flexibility, engagement, and educational value of technology-enhanced physical education. Results indicate strong positive attitudes toward both pedagogical approaches, with 78.5% of students agreeing that blended learning provides scheduling flexibility and 83% believing flipped classrooms can be effectively applied to physical education. These findings demonstrate significant alignment with SDG 3 (Good Health and Well- being] through enhanced physical activity promotion, SDG 4 (Quality Education) via innovative inclusive pedagogy, SDG 5 (Gender Equality) by providing equal access to physical education, SDG 10 (Reduced Inequalities) through addressing digital divides, and SDG 17 (Partnerships for the Goals) by fostering technology-education collaborations. The research contributes to the growing body of evidence supporting technology-enhanced physical education as a pathway toward sustainable educational development and global health promotion.