Vol. 13 No. 81 (2024)
Articles

Innovative technologies for healthy education: a practical guide for educational institutions

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  • Vitaliі Leleka,
  • Uliana Ketsyk-Zinchenko,
  • Nataliia Petrenko,
  • Nataliia Potapchuk,
  • Olha Syroiezhko
Vitaliі Leleka
V.О. Sukhomlynskyi National University of Mykolaiv, Ukraine.
Bio
Uliana Ketsyk-Zinchenko
Vasyl Stefanyk Precarpathian National University, Ukraine.
Bio
Nataliia Petrenko
Sumy State University, Ukraine.
Bio
Nataliia Potapchuk
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Ukraine.
Bio
Olha Syroiezhko
National University of Life and Environmental Sciences of Ukraine, Ukraine.
Bio
DOI: https://doi.org/10.34069/AI/2024.81.09.17

Published 2024-09-30

Keywords

  • innovativeness of the educational system, health-preserving technologies, web-oriented technologies, health-preserving education, digital health.

How to Cite

Leleka, V., Ketsyk-Zinchenko, U., Petrenko, N., Potapchuk, N., & Syroiezhko, O. (2024). Innovative technologies for healthy education: a practical guide for educational institutions. Amazonia Investiga, 13(81), 214–233. https://doi.org/10.34069/AI/2024.81.09.17

Copyright (c) 2024 Vitaliі Leleka, Uliana Ketsyk-Zinchenko, Nataliia Petrenko, Nataliia Potapchuk, Olha Syroiezhko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The article substantiates the health-preserving components of the educational environment, which determine the content of health-preserving technologies and factors that affect the state of human health; the functions performed by innovative health-saving technologies in the educational process are highlighted. The effectiveness of introducing innovative health-preserving technologies in educational institutions is shown. The main web orientations of the technology supporting health-saving education are described. The main segments of web-based technologies for supporting health education are described. Emphasis is placed on effective Web 2.0 technologies in foreign healthcare education practices. As shown by the results of the ascertaining stage of the pedagogical experiment, students do not pay much attention to health-preserving technologies in educational institutions and have a weak readiness to implement health-preserving systems in the process of life activities and a lack of interest in physical activities. A comparative analysis of the levels of readiness to use health-preserving technologies gave the following results: according to the cognitive-intellectual criterion, 7% of respondents showed a high level at the beginning of the experiment, at the end – 36%; the average level at the beginning of the experiment – 20%, at the end – 60%; 73% of respondents had a low level at the beginning, and 4% at the end. As the results of the conducted experiment showed, there is a natural connection between the introduction of innovative health-preserving technologies in educational institutions and the readiness of students to implement health-preserving systems in the process of life and interest in motor activity.

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