Natalia V. Guseva

This article examines the problem of organizing a health-preserving education system in higher education institutions for students majoring in pedagogy and psychology. The relevance of the study stems from the need for a systematic updating the content of teaching staff training in the field of health preservation in the context of implementing the "Core of Higher Pedagogical Education" concept. The preservice teacher is considered from three perspectives: as an individual of adolescence with inherent health risks; as a subject of the educational process, experiencing a number of negative factors in the social environment; and as a preservice teacher who, in the future, should be the bearer of healthy lifestyle standards for students. The aim of the work is to create a structural and substantive model of organizing a health-preserving education system in a humanitarian and pedagogical university, including target, substantive, organizational-procedural and evaluative-result blocks aimed at improving the effectiveness of educational and health-improving work in the educational organization. The following approaches were applied in the article to define the organization of a health-preserving education system in a humanitarian and pedagogical university: pedagogical (environment as a set of conditions and technologies organized by the teacher), psychological (environment as a space of psychological safety and comfort), medical and hygienic (environment as compliance with sanitary and epidemiological standards), socio-cultural (integrative) (environment as a way of life and health culture adopted in the organization). The key components of the institute's health-preserving system model are revealed, as well as the organizational and pedagogical conditions for the successful implementation of a health-preserving system at a pedagogical university. This study has high practical significance, as it not only proposes a model for organizing a health-preserving education system at a university but also provides a review of the scientific literature, allowing us to formulate the concept of a health-preserving educational environment as an open concept. This approach allows us to address the issue of the holistic development of preservice teachers, not just their professional competences. Summarizing the branch's many years of experience allows us to transfer successful practices to other educational institutions. This solves the problem of methodological support for the educational process by providing teachers with ready-made models, technologies, and forms of work in the field of a modern approach to the system of developing healthy lifestyle attitudes among students of a humanitarian and pedagogical university.

There is an increasing need for specialists capable of solving non-standard tasks in modern education. In a rapidly changing world, new forms of student engagement are especially important. The relevance of the research is due to the value disorientation of young people. An abundance of information and a crisis of ideals make it difficult to find moral guidelines. The University acts as a cultural converter. For students of the humanities and pedagogical university, the development of a caring attitude has professional significance, since future teachers work with people's values. Modern standards are focused on competences, where project-based activity becomes a tool for the development of universal skills, acting as a bridge between knowledge and real life. The aim of the article is to describe the experience of the Arzamas branch of the National Research Lobachevsky State University of Nizhny Novgorod (ASPI named after A.P. Gaidar) on the formation of caring attitude of students through project-based activities to enhance their work and improve professional skills. Axiological, subject-activity, environmental and project-based approaches served as the methodological basis for the study. "Caring attitude" is considered as a personal education that includes cognitive, emotional-value, and practical activity-based components. The study involved 1,475 students. The diagnosis included original questionnaires and adapted methods by M. Rokich, S.D. Deryabo, V.A. Yasvina. The results revealed a contradiction between values and behavior: 74% of respondents prioritize heritage preservation, but only 18% regularly participate in actual events. The students involved in project-based learning showed a 2.6-fold higher level of engagement. The university has established the Center for Caring Competences "I remember – I care – I cherish!", grant projects are being implemented (Caring Initiative), and All-Russian seminars have been held for more than 1,000 participants. Students master the skills of social design and project management. The theoretical significance lies in clarifying the concept of "Caring attitude" for a pedagogical university. The practical significance lies in the possibility of using materials for the educational process of universities and schools, including in advanced training courses. Project-based activity has been confirmed as a mechanism that combines knowledge with action, which is important for the development of a preservice teacher as a translator of the values of respect for cultural, historical and environmental heritage and the development of spiritual and moral competences.