A healthy lifestyle as a value-based and target-oriented vector of education

This article explores a new methodological approach to studying the development of healthy lifestyle values in the younger generation. It analyzes studies devoted to this issue and reveals the potential of a healthy culture. Data from a student survey is presented, demonstrating their attitudes toward a healthy lifestyle. The possibility of addressing this issue within the context of a humanitarian-anthropological paradigm and from a metacognitive perspective is explored. The need to develop "healthy thinking" in the practice of metacognitive cognition is substantiated as a factor influencing health and ensuring human integrity. Methods for designing educational content that incorporate the experience of a reflective attitude toward oneself as a "living system" and as the author of one's own health program are proposed. Several forms and methods of working with students aimed at promoting self-knowledge and self-reflection in the context of healthy lifestyle goals are described. To comprehensively address the problem of improving public health and developing healthy lifestyle values in the younger generation, the implementation of a "healthy" educational paradigm is necessary. This paradigm should ensure a synergistic integration of objective and subjective factors, individual and social aspects, internal motivations and external conditions, cognitive processes and behavioral activity, and material and spiritual components. A key element of the proposed approach is the implementation of a humanistic educational model, based on the recognition of the individual as a self-exploring subject, prioritized by the knowledge transmitted. Such a fundamental revision of the educational system appears to open the door to fundamental transformations in education aimed at fostering sustainable attitudes toward a healthy lifestyle.