Learning to swim has been the subject of theoretical reflection and pedagogical development for more than five centuries. Although early scientific approaches emerged during the Renaissance, contemporary swimming education still relies partly on empirical knowledge and pedagogical beliefs rather than robust scientific evidence. This paradox highlights the need to reconsider both the foundations and future directions of learning to swim education. Historical analyses reveal that swimming instruction has been shaped by changing conceptions of the learner, as well as by cultural, social, and scientific influences. While research in competitive swimming has considerably improved knowledge of propulsion, biomechanics, and physiology, investigations specifically aimed at improving swimming instruction and drowning prevention have emerged more recently. Current evidence has contributed to clarifying what should be taught, particularly through the concept of Water Competence, which identifies fundamental skills required for safe aquatic engagement. However, the question of how to teach these skills remains an important scientific challenge due to the complexity of instructional contexts. In this perspective, the emerging concept of Aquatic Literacy provides a new theoretical framework integrating motor, psychosocial, and cognitive dimensions. By combining safety and lifelong engagement in aquatic activities, Aquatic Literacy addresses the dual challenge of contemporary swimming education: protecting individuals from drowning while encouraging active lifestyles.
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