Pedagogical conditions for the formation of health-oriented worldview of students in higher education institutions

Abstract

The objective of the study is to scientifically analyze approaches to understanding the definition of “health-oriented worldview” in terms of its formation in higher education students in the process of professional training. The relevance of the topic is due to the significant deterioration of public health in the context of modern challenges and the need to form a value-based attitude of students to their own health and healthy lifestyle.

The purpose of the study is to theoretically analyze the concept of “health-oriented worldview”, its components, to substantiate the pedagogical conditions for the formation of a health-oriented worldview of students in higher education institutions and to identify practical ways to implement them in educational institutions. Methods. The theoretical basis of the study is the works of domestic and foreign scientists who characterize the conceptual foundations of the formation of a health-oriented worldview, highlight the state of health and lifestyle of student youth, identify the main components of health-saving competence of future professionals, substantiate innovative approaches to the formation of a culture of health of the students and the introduction of health-saving technologies in the educational process.  The following methods were used: analysis (to assess approaches to the definition of the concept of “health-oriented worldview”), systematic and structural method (to identify internal links between the elements of a health-oriented worldview and the process of professional training), generalizing (to formulate conclusions based on theoretical and practical developments), systematization (to substantiate the pedagogical conditions for the formation of a health-oriented worldview of students in higher education institutions). Results. The study analyzes approaches to understanding the definition of “health-oriented worldview” and determines the relationship between its structural elements. The concept of “health-oriented worldview” is characterized as an integrative personal formation, which includes a system of knowledge, values, beliefs and attitudes about the phenomenon of health, which determine an active and positive attitude to a healthy lifestyle and determine the health-saving behavior of an individual. The structural components of a health-oriented worldview are distinguished: cognitive component, value-motivational component, activity-behavioral component, reflective component. The pedagogical conditions for the formation of a health-oriented worldview are substantiated: creation of a health-saving educational environment, integration of the health-saving component into the content of education, use of innovative pedagogical technologies, organization of extracurricular health-saving activities, monitoring and individual supervision, improvement of health-saving competence of teachers, information and communication support, social partnership. Conclusions. The formation of a health-oriented worldview of students in higher education institutions is a comprehensive process, the effectiveness of which is ensured by the creation of key pedagogical conditions that ensure the effective formation of a system of views, beliefs and value orientations regarding health as the highest value in students.