METHODOLOGICAL FOUNDATIONS FOR INTEGRATING HEALTH-PRESERVING TECHNOLOGIES INTO THE TEACHING OF SPORTS AND PEDAGOGICAL DISCIPLINES AT UNIVERSITIES: A THEORETICAL ASPECT

Abstract

This article theoretically substantiates methodological principles for integrating health-saving technologies into teaching sports and pedagogical disciplines as a factor in shaping health-promoting environments in pedagogical higher education institutions. The study identifies a contradiction between societal demand for specialists embodying health-preservation culture and the fragmented implementation of wellness practices in educational processes. Applying contemporary research methods, the categorical apparatus is refined and the environment-forming potential of these disciplines elucidated. Four core methodological principles are systematized: systemic-integrative unity, person-subject orientation, contextual-professional focus, and reflexive-diagnostic openness. Based on these, a structural-functional model is developed, integrating value-motivational, content-technological, organizational-activity, and evaluative-reflexive components into an adaptive mechanism. Findings demonstrate that transitioning from standardized norms to individualized trajectories, fostering professional health-preservation values, and implementing formative assessment generate synergistic effects that strengthen students' psycho-emotional resilience and positively transform institutional socio-psychological climate.

The theoretical novelty lies in reconceptualizing traditional health-promotion approaches through shifting from episodic interventions to a holistic theoretical-methodological system. Physical education is positioned not merely as a functional training component but as a system-forming core of environmental transformation, harmonizing value-based, organizational-pedagogical, and health-saving curriculum dimensions. Key mechanisms driving institutional change are identified: normative restructuring of content and assessment criteria, professional internalization of health preservation as a pedagogical priority, and social transmission of health-promoting practices through collaborative stakeholder interaction. These findings establish a theoretical-applied foundation for updating educational programmes, designing valid diagnostic instruments for assessing health-saving competence, and conducting empirical validation of the proposed model in blended and digitally enhanced learning environments.