Keyword: «active longevity»

The problem of elderly people's perception of their social and economic status, satisfaction with the level of social security is posed. The importance of subjective well-being in the context of social stability of society is substantiated. The factors determining the subjective well-being of senior citizens are considered. Proposals are formulated to improve the subjective well-being of older people.

The article analyzes the strategy of active longevity, reveals the components of healthy and active aging, identifies the main directions of promoting active longevity.

The article presents a comprehensive analysis of methodological approaches to the study of factors that ensure life satisfaction for older people. The necessity of integrating systemic, life and resource approaches in the development of empirical research design is substantiated. The criteria for sampling, procedures for selecting psychodiagnostic tools, and strategies for statistical data processing are described. Special attention is paid to the operationalization of key constructs: life satisfaction, time perspective, and perceived social support. The advantages and limitations of cross-sectional design, self-reporting techniques, and online data collection format are analyzed. Recommendations for improving the methodology through the use of longitudinal strategies, mixed methods and multilevel modeling are presented. The materials of the article can be used by researchers in the field of gerontopsychology and specialists developing psychological support programs for the elderly.

The relevance of the study is due to the contradiction between the declared transition in Russian national projects to a resource-based model of health preservation for older adults and the persistent dominance of the deficit approach in actual practice, in which education is not considered as a system-forming factor of active longevity. The absence of a pedagogically grounded resource-based model based on non-formal education creates a gap between scientific knowledge and the real needs of the state, education, and the individual. The aim of the article is to pedagogically substantiate a resource-based model of health preservation for older adults, in which non-formal education acts as a system-forming factor of active longevity. The methodological framework includes systemic, resource-based, and andragogical approaches. Theoretical methods were used: literature analysis, comparative analysis of deficit and resource-based models, content analysis of federal and regional programmes (“Older Generation”, “Moscow Longevity”, “Silver Age”) according to five criteria. The empirical analysis showed that education is considered as a system-forming factor of health preservation in none of the analysed documents. Three types of models were identified: deficit (focused on compensating losses), mixed (combining medical approach and information), and resource-based (including education as an element). Theoretical analysis confirms that non-formal education (voluntary, practice-oriented, flexible, providing social support and psychological safety) has the potential to become a system-forming factor in the transition to a resource-based model. A conceptual scheme of the resource-based model is proposed, including four components (cognitive, activity-based, social, and meaning-oriented) and a cyclic mechanism for their implementation. The theoretical significance lies in the pedagogical substantiation of the resource-based model of health preservation, where non-formal education acts as a system-forming factor of active longevity. The practical significance is that the proposed scheme can serve as a basis for designing educational programmes and evaluating their effectiveness. Further research will be aimed at the substantive content of the components, the development of diagnostic tools, and empirical testing of the model.