Мedical and biological training as a factor in forming the readiness of future specialists to provide first aid in the educational environment

Abstract

The purpose of the article is to provide a theoretical and analytical justification of the specific features of first aid instruction in pedagogical higher education institutions, taking into account the current state of health of children and adolescents, the increasing frequency of emergency and potentially life‑threatening conditions in the school environment, and the need to develop sustainable professional readiness of future teachers to act under conditions of extreme situations, increased stress load, and time deficit.

The study employs methods of theoretical analysis, synthesis, and generalization of contemporary scientific sources in pedagogy, medicine, public health, and psychology. An interdisciplinary analysis of national and international research is conducted, focusing on children’s and adolescents’ health status, teachers’ preparation for providing first aid, and the effectiveness of practice‑oriented and simulation‑based learning methods. A systemic approach is applied to assess the influence of educational, social, and wartime contexts on the formation of health‑preserving and safety‑related competence.

The findings indicate that the health status of children across all school‑age groups is characterized by persistent negative trends, including an increased prevalence of functional disorders, chronic diseases, and psycho‑emotional disturbances, which significantly raises the likelihood of emergency situations in educational institutions. It is substantiated that under contemporary safety challenges, the teacher increasingly assumes the role of a primary responder. The analysis of educational practice demonstrates that traditional information‑based and lecture‑centered approaches to first aid instruction fail to ensure the development of stable action algorithms and psychological readiness. The most effective models are practice‑oriented, simulation‑based, and scenario‑focused training approaches adapted to typical situations of the school environment.

First aid training in pedagogical higher education institutions should be implemented on an interdisciplinary basis with clear professional contextualization of educational content. Key conditions for improving its effectiveness include the algorithmization of actions, regular practical skills rehearsal, the use of simulation technologies, and purposeful development of psychological readiness to act under stress. This approach contributes to the formation of sustainable readiness of future teachers to protect the life and health of learners in the modern educational environment.