Maksim Yu. Makhonin

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.