Реалізація здоров’язбережувального підходу в освіті: вітчизняний та зарубіжний досвід

Abstract

Relevance. Contemporary global and European trends in educational development indicate a growing focus on the formation of a safe and healthy educational environment as a systemic condition for ensuring students’ physical, mental, and social well-being, which in Ukraine has acquired particular significance in the context of wartime and social challenges. In this context, scholarly reflection and a comparative analysis of domestic and international experience in implementing a health-preserving approach in education based on the concept of Health Promoting Schools are especially relevant. Research Objective. To conduct a theoretical and comparative analysis of the features of implementing a health-preserving approach in education in Ukraine and European countries based on the concept of Health Promoting Schools. Research Methods. Theoretical analysis and synthesis, comparative and systemic  approaches, as well as document content analysis. Research Results. As a result of the theoretical and comparative analysis, it was found that in European countries the implementation of a health-preserving approach in education is based on an institutionalized model of Health Promoting Schools employing a holistic (whole-school) approach. It was identified that program-based network models and integrated state models, which combine educational, social, and medical-preventive components, are the most effective. It was also established that the implementation of Health Promoting Schools has a positive impact on the psychosocial school climate, the level of school well-being, and students’ learning motivation. It was determined that in Ukraine the health-preserving approach is implemented predominantly implicitly through regulatory and legal mechanisms without the establishment of a separate national program. The strengths of the domestic experience were identified, in particular the presence of strategic documents and project-based initiatives in the field of a safe educational environment aimed at promoting a healthy lifestyle, developing health literacy, providing psychosocial support, and increasing the level of safety and well-being of participants in the educational process. The feasibility of further adapting the European model of Health Promoting Schools to the national educational context of Ukraine was substantiated. Conclusion. The results of the study indicate that in Ukraine the implementation of a health-preserving approach is predominantly implicit and requires further institutionalization based on a holistic (whole-school) approach that has been tested within the European model of Health Promoting Schools.