UDC 374.72

Rodionova V.A.¹ (St. Petersburg, Russian Federation) – virodion@yandex.ru

¹Herzen University

Abstract. The article presents a comprehensive interdisciplinary analysis of approaches to health-preserving adult education. The relevance of the research is driven by the need to transition from fragmented educational practices to a scientifically grounded system capable of bridging the gap between knowledge and behavior. The aim of the work is to systematize the conceptual approaches to health-preserving adult education and to develop a holistic, multi-level model for it. The research methodology is based on the use of the comparative method, the application of which allowed for a systematic comparison of the acmeological, andragogical, medical, and valeological approaches according to unified criteria (essential characteristics, key ideas, limitations) in the context of health-preserving adult education. The source base comprised publications in peer-reviewed journals and conference proceedings from the period 2020–2026. Conceptual modeling was also applied, leading to the proposal of an integrative model of health-preserving adult education that incorporates the acmeological, andragogical, medical, and valeological approaches. The results of the study include defining the essential characteristics, key ideas, and limitations of the acmeological, andragogical, medical, and valeological approaches as applied to health-preserving adult education, identifying opportunities for their complementarity, and developing a holistic, multi-level model of health-preserving adult education. The research findings can be applied in the process of further developing a comprehensive theory of health-preserving adult education, and the proposed model can serve as a foundation for designing educational programs, enhancing teacher qualifications, and developing an integrated health-preservation system in organizations working with adult learners. The novelty of the research lies in the systematization and integration of various approaches into a coherent model, thereby overcoming the fragmentation of theoretical knowledge in the field of health-preserving adult education.

Keywords: adult education, health preservation, acmeological approach, andragogical approach, medical approach, valeological approach.

Reference:

1. Myznikova, I. A., Stepkin, Yu. I., & Nenakhov, I. G. (2023). On the organization of hygiene education of the population in the Russian Federation (Historical aspects). Population Health and Environment, 3, 25–33. (In Russian). https://doi.org/10.35627/2219-5238/2023-31-3-25-33
2. Grigoryan, Ya. G. (2023). “A new life must certainly be a healthy life”: Soviet medicine public healthcare as an instrument for educating a “new man” in the concept of People’s Commissar of Health N. A. Semashko. Bulletin of the N. A. Semashko National Research Institute of Public Health, 1, 126–131. (In Russian). https://doi.org/10.25742/NRIPH.2023.01.021
3. Agarkov, V. I., Bugasheva, N. V., & Buteva, L. V. (2022). Modern prevention of human diseases and its theoretical foundations. In Preventive medicine: A collection of scientific papers (pp. 15–18). Moscow. (In Russian). https://elibrary.ru/obcftk
4. Walter, S. S., Chai, Zhiheng, & Dobrotvorskaya, S. G. (2025). The role of forming a healthy lifestyle culture in the context of the valeological approach in education. Scientific and Methodological Electronic Journal “Concept”, 04, 1–15. (In Russian). https://doi.org/10.24412/2304-120X-2025-11055
5. Eremenko, V. N., Railko, N. V., Semkina, A. V., & Ageeva, K. S. (2023). Possibilities of applying valeology in the modern education system. ANI: Pedagogy and Psychology, 12(1), 39–42. (In Russian). https://doi.org/10.57145/27128474_2023_12_01_06
6. Belousko, D. V. (2022). Some aspects of health‑saving pedagogy. Turning to the past. Human Health, Theory and Methods of Physical Culture and Sports, 3(27), 76–80. (In Russian). https://doi.org/10.14258/zosh(2022)3.06
7. Vershlovsky, S. G. (2007). Continuous education: Historical and theoretical analysis of the phenomenon. SPb APPO. (In Russian).
8. Zmeev, S. I. (2012). Andragogy. Fundamentals of the theory, history and technology of adult education [Monograph]. PERSÉ. (In Russian). ISBN 5-98549-022
9. Mukhlaeva, T. V. (2025). Andragogy, classics and modernity: Analysis of the corpus of literature. Man and Education, 1(82), 44–54. (In Russian). https://doi.org/10.54884/1815-7041-2025-82-1-44-54
10. Dzhumagalieva, G. R., Dosayeva, R. N., & Korobkova, O. M. (2025). Continuous education of professionals in the modern world from the perspective of psychology. World of Science. Pedagogy and Psychology, 13(4), 44–54. (In Russian).
11. Madzhuga, A. G., & Chukturova, N. I. (2021). Acmeology of health as a new integrative area of scientific knowledge. Education: Traditions and Innovations, 3(34), 76–81. (In Russian).
12. Gonzalez‑Argote, J., & Castillo‑González, W. (2024). Problem‑based learning (PBL): Review of the topic in the context of health education. Seminars in Medical Writing and Education, 3, 57–67. https://doi.org/10.56294/mw202457
13. Al‑Kubaisi, K. A., et al. (2025). Community pharmacists’ perception of knowledge, attitudes, and practices toward oral health promotion: A cross‑sectional study on the influence of training, demographics, and resources in the UAE. PLoS One, 20(6), e0323193. https://doi.org/10.1371/journal.pone.0323193
14. du Plessis, M., & Rabie, C. (2025). Workplace wellness initiatives and service quality in customer‑facing industries: A systematic review. South African Journal of Economic and Management Sciences, 28(1), 6428.
15. Griffin, K. W., Williams, C., & Botvin, G. J. (2025). Effectiveness of a workplace wellness program for adolescents and young adults. Journal of Workplace Behavioral Health, 57, 1–23.
16. Peñalvo, J. L., et al. (2021). Effectiveness of workplace wellness programmes for dietary habits, overweight, and cardiometabolic health: A systematic review and meta‑analysis. The Lancet Public Health, 6(9), e648–e660. https://doi.org/10.1016/s2468-2667(21)00140-7
17. Morris‑Foster, J. M. (2024). The influence of lifelong learning on life satisfaction and successful aging in older adults: A narrative literature review. Journal of Gerontological Nursing, 50(8), 11–17. https://doi.org/10.3928/00989134-20240702-02
18. Harding, S. C., Thang, L. L., & Subramaniam, A. (2025). Lifelong learning and healthy ageing: A global and Singaporean perspective. In What matters for healthy ageing (pp. 69–91). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-0462-3_5
19. Zelinka, J., & do Amaral, M. P. (2026). The dynamics of education and space: Examining the spatial dichotomies of lifelong learning policies. In Handbook on Geographies of Education (pp. 290–303). Edward Elgar Publishing. https://doi.org/10.1080/03050068.2019.1619333
20. Moser, S., et al. (2026). Enhancing informal education through augmented reality: A systematic review focusing on institutional informal learning places (2018–2025). Education Sciences, 16(1), 114. https://doi.org/10.3390/educsci12090601     
21. Bergman, Z., et al. (2025). The future is here: A comparative study of three innovative approaches to adult education in Singapore. International Journal of Teaching and Case Studies, 15(1), 1–16. https://doi.org/10.1504/IJTCS.2025.143534
22. Tao, D., et al. (2023). Modeling consumer acceptance and usage behaviors of m‑Health: An integrated model of self‑determination theory, task–technology fit, and the technology acceptance model. Healthcare, 11(11), 1550. https://doi.org/10.3390/healthcare11111550
23. Orsini, C., et al. (2025). What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self‑determination theory: BEME Review No. 90. Medical Teacher, 47(5), 779–787. https://doi.org/10.1080/0142159X.2024.2412166
24. Quintero‑Rodríguez, I., & Reyes‑de‑Cózar, S. (2026). YouTube as a tool for informal learning in adulthood: Exploring adult learners’ preferences within the lifelong learning framework. International Journal of Lifelong Education, 1–19. https://doi.org/10.1080/02601370.2025.2607386
25. Ghozali, M. T. (2025). Assessing ChatGPT’s accuracy and reliability in asthma general knowledge: Implications for artificial intelligence use in public health education.Journal of Asthma, 62(6), 975–983. https://doi.org/10.1080/02770903.2025.2450482
26. Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887 
27. Panahi, O., & Falkner, S. (2025). Telemedicine, AI, and the future of public health. Western Journal of Medical Science and Research, 2(1), 102.
28. Kohl, H. W., III, Murray, T. D., & Salvo, D. (2025). Foundations of physical activity and public health (2nd ed.). Human Kinetics.
29. Tsvetkova, L. A. (2024). Psychology of health in solving problems of modern education. Human Psychology in Education, 6(2), 117–120. https://doi.org/10.1080/02770903.2025.2450482
30. Dedyukina, M. I., & Tarasova, S. A. (2025). Professional competencies of a preschool educational institution teacher: A theoretical analysis. Problems of Modern Pedagogical Education, 86-4, 79–83. (In Russian).
31. Lyamtseva, E. N. (2025). Psychological state of specialists in the field of assistance: An analysis of the work of a speech therapist. Science Herald, 3(84), 258–263. (In Russian).
32. Bolozin, A. A., & Dzhangazieva, A. S. (2025). Formation of the value of physical self‑improvement of higher education teachers. Pedagogical Research, 2, 95–123. (In Russian). https://elibrary.ru/pgciqj
33. Gorbunova, N. V., & Fetisov, A. S. (2023). Psychological health of a teacher as a factor in professional longevity. Prospects of Science and Education, 2(62), 500–516. (In Russian).
34. Malofeeva, G. A. (2022). Professional health of a teacher in the modern educational process. Herald of Science, 7(52), 18–23. (In Russian). https://elibrary.ru/sbupfu  
35. Polyakova, V. V. (2025). The impact of teacher’s psychological well‑being on the quality of professional activity. Science Bulletin, 12(93), 1203–1208. (In Russian).
36. Isaev, V. I. (2025). Conditions for the effective formation of a healthy lifestyle value in a physical education teacher. Problems of Modern Pedagogical Education, 87-1, 120–122. (In Russian). https://elibrary.ru/xnxxkn  
37. Gaifulina, R. I., & Shulmin, A. V. (2025). Domestic and foreign experience in forming health‑saving behavior in future doctors and pharmacists at the pre‑diploma stage of higher education. Pharmacy Bulletin, 1(107), 93–101. (In Russian). https://doi.org/10.52540/2074-9457.2025.1.93
38. Savostina, N. S., & Kulchitsky, V. E. (2025). Health as a lifestyle: Strategies for forming a healthy lifestyle in Generation Z. Science Bulletin, 6(87), 411–421. (In Russian).
39. Kadochnikova, N. I., & Demina, N. L. (2025). Eating behavior and nutritional status of teachers as a reflection of their level of competence in healthy lifestyle issues. Siberian Journal of Life Sciences and Agriculture, 1, 308–328. (In Russian). https://doi.org/10.12731/2658-6649-2025-17-1-973
40. Bazhenov, R. I., Bazhenova, N. G., & Vorotylkina, I. M. (2025). Application of machine learning to predict the degree of readiness of university employees to participate in healthy lifestyle programs. International Research Journal, 1(151), 19. (In Russian). https://doi.org/10.60797/IRJ.2025.151.12  
41. Kobzeva, N. D., Amarna, S. S., & Amarna, M. S. M. (2025). Patient schools in real clinical practice. Universum: Medicine and Pharmacology, 3(120), 34–37. (In Russian). https://elibrary.ru/fsghai 
42. Pryanikova, N. I., Polikarpova, O. S., Ibragimova, Kh. S., & Bushueva, E. V. (2020). School of relatives as a necessary condition for the rehabilitation of patients with brain damage (using the Federal Scientific and Clinical Center of RR as an example). Physical and Rehabilitation Medicine, Medical Rehabilitation, 3, 280–284. (In Russian). https://doi.org/10.36425/rehab33948
43. Karashchuk, E. V., Mityukova, L. I., & Khatizova, A. A. (2022). Health schools — an effective form of group preventive counseling. International Journal of Humanities and Natural Sciences, 12-2, 42–45. (In Russian). https://doi.org/10.24412/2500-1000-2022-12-2-42-45
44. Baturina, O. S., & Sadykova, Z. R. (2025). Pedagogical model of medical education of the population. Psychology of Education in a Multicultural Space, 1(69), 65–82. (In Russian). https://doi.org/10.24888/2073-8439-2025-69-1-65-82 
45. Pivnenko, P. P., & Vitenko, N. P. (2021). Health preservation as an object of domestic pedagogical dissertation research: Bibliometric analysis. Bulletin of Maikop State Technological University, 13(3), 123–134. (In Russian). https://doi.org/10.47370/2078-1024-2021-13-3-123-134
46. Kalinina, A. V., & Skifskaya, A. L. (2025). Health preservation and active longevity: Social processes in the regional aspect. Bulletin of Surgut State Pedagogical University, 5(99), 105–118. (In Russian). https://doi.org/10.69571/SSPU.2025.98.5.010
47. Khizhevsky, O. V., & Sazonova, A. V. (2025). Modern concepts and approaches to a healthy lifestyle. In Scientific and methodological support for physical education and sports training of students: Proceedings of the III International Research and Practical Conference, Republic of Belarus, Minsk, 2025 (pp. 389–397). Belarusian State University. (In Russian). URL: https://elib.bsu.by/handle/123456789/332553
48. Salagay, O. O., Sakharova, G. M., Antonov, N. S., Nikitina, S. Yu., Stadnik, N. M., & Starodubov, V. I. (2023). Assessment of the prevalence of behavioral risk factors and their impact on the health of the adult population in the Russian Federation. Questions of Statistics, 30(2), 72–86. (In Russian). https://doi.org/10.34023/2313-6383-2023-30-2-72-86   

For citation: Rodionova, V. A. (2026). Integrative analysis of approaches to health-preserving education of adults: Systematization of paradigms. CITISE, (1), 603–622. (In Russian).