Justification of the relevance of the dissertation topic is determined by such factors as: the recognition of the formation of a
healthy personality as one of the important tasks of education; the need to strengthen the health-preserving influence of the
educational process in higher education institutions; the focus of various academic disciplines on providing a holistic impact on
students; the importance of high-quality training of specialists who can implement health-preserving activities; the significance of
developing students’ ability to speak foreign languages; availability of favorable opportunities to form university students’
worldview, in particular a health-oriented worldview; the crisis of population health.
In the first chapter “Theoretical foundations of the problem of forming university students’ health-oriented worldview in the
process of learning English”, based on the analysis of a wide range of scientific sources, the genesis of ideas about health and
health preservation in the history of world and national scientific thought is revealed; the essence of the main concepts (“health”,
“healthy lifestyle”, “worldview”) of the study is clarified. These definitions were the basis for the author’s interpretation of the
main concept of the study: university students’ health-oriented worldview is a multi-level and multi-component formation that
determines their health culture, activities, ways of perception and evaluation of themselves and the world around them,
relationships with it, and includes a system of knowledge, views, senses, ideals, beliefs, methods of activities regarding the
preservation and strengthening of health, students’ value attitude to their health and other people’s health, the desire for constant
improvement of it and activities based on the ideas of health preservation. The educational potential of the English language in
the formation of university students’ health-oriented worldview is characterized. It means the orientation of the English language
learning process towards the upbringing of students’ important qualities, culture, their inclusion in the cultural heritage of
different people, the study of the phenomenon of “a man and health” through the prism of global problems of humanity, etc.
In the second chapter “The pedagogical conditions for the formation of university students’ health-oriented worldview at classical
universities in the process of learning English”, the ways of forming university students’ health-oriented worldview are revealed.
They are: creating an educational system which aims at forming students’ health culture and takes into account their interests at a higher education institution; implementing innovative educational programs aimed at protecting and strengthening the health of
young people; reconstructing the content of education taking into account its health-creative component; implementing personal
and developmental teaching technologies; involving students in independent cognitive activity; normalizing the study load;
involving students in various educational and extracurricular activities; sufficient information, communication and material and
technical support of educational activities; creating and maintaining a safe educational environment at university; improving the
lecturers’ skills in health issues; ensuring continuous education of students.
The pedagogical conditions for the formation of university students’ health-oriented worldview at classical universities in the
process of learning English are substantiated. They are: training English teachers of classical universities to form students’
health-oriented worldview; strengthening the health-oriented component of the content of training students at classical
universities; diversity of organizational forms and methods of formation of students’ health-oriented worldview in classroom and
extracurricular activities; formation of a health-oriented educational environment at classical university.
In the third chapter “Experimental verification of the pedagogical conditions for the formation of university students’ health-
oriented worldview at classical universities in the process of learning English” the criteria (personal, procedural and evaluative),
indicators and levels (adaptive, reproductive, reproductive-creative, creative) of the formation of university students’ health-
oriented worldview are specified.
