Andragogical Approach to Developing University Students’ Health Culture under Academic Freedom

Abstract

Abstract. Purpose. The article substantiates the potential of the andragogical approach in developing university students’ health culture under conditions of academic freedom and elective educational components. The study focuses on the contradiction between students’ autonomy in educational choice (in particular, regarding physical education and physical activity) and the insufficient readiness of some young people to assess the implications of such decisions for their psychophysical well-being and resilience. Methods. The study employed theoretical methods of analysis and synthesis of scholarly approaches to the andragogical learning model, academic freedom, and students’ health culture. The empirical basis consisted of a survey of undergraduate students concerning life values, value-normative orientations, and attitudes toward health and physical activity. An adapted set of validated instruments and an integrated index of students’ health attitudes were applied (based on the approaches of M. Rokeach, Sh. Schwartz, S. Deryabo, and V. Yasvin). Results. The andragogical approach conceptualizes a student as an adult learner capable of autonomous educational choice and responsible for its consequences. At the same time, academic freedom requires value maturity and self-directedness; otherwise, it may take the form of a “choice without consequences”, when decisions are made without considering their impact on personal development and psychophysical well-being. Empirical findings show that health occupies a leading position in students’ value structure: 74.6% of respondents defined caring for their well-being as a “very important” value, and 69.8% considered balancing study, rest, and health to be of the highest significance. However, a gap was identified between the awareness of the benefits of physical activity and its practical implementation: 88.2% of respondents acknowledge its impact on physical and mental well-being, and 84.6% recognize its role in stress reduction, yet only 46.2% confirmed regular physical activity outside compulsory classes. This indicates an insufficient development of the behavioral component of a value-based attitude toward health. Conclusions. Under conditions of university autonomy, academic freedom without developed values and motivational maturity may lead to situational choices in which health-preserving components are perceived as optional and are not translated into everyday practices. The andragogical approach makes it possible to bridge this gap through pedagogical support of informed choice, the development of self-directed learning, reflection on personal needs, and students’ involvement in co-designing health-preserving educational trajectories.