Інноваційна модель інтеграції освіти й оздоровлення: адаптивний підхід

Abstract

Метою дослідження є теоретичне обґрунтування концептуальних засад проєктування адаптивного освітньо-оздоровчого середовища (АООС), яке б сприяло збереженню здоров’я, формуванню здорових звичок, підвищенню якості життя і розвитку людського капіталу в умовах війни та повоєнного відновлення. Методологічною основою слугує системний підхід, що дає змогу розглядати АООС як комплексну міждисциплінарну систему з тісною взаємодією педагогічних, психологічних, медичних та цифрових елементів. Наведено авторське трактування адаптивного освітньо-оздоровчого середовища – це динамічна система умов та взаємодій, що забезпечує поєднання освітніх і оздоровчих процесів, адаптується до індивідуальних потреб здобувачів освіти, підтримує їхній психофізичний стан та сприяє цілісному розвитку особистості в умовах безпеки, добробуту й активного пізнання. У межах дослідження визначено структуру, принципи та функціональні компоненти АООС, запропоновано інтеграцію концепції епістемічного плейсмейкінгу.

Introduction. The full-scale Russian invasion of Ukraine in February 2022 has had a significant negative impact on the physical and mental health of children and youth. Factors such as forced internal and external displacement, prolonged time in bomb shelters, transition to distance and hybrid learning formats, and limited access to sports facilities have drastically reduced the level of physical activity. Recent research indicates a critical decline in the physical fitness of school-aged and university students, accompanied by an increase in chronic illnesses and low motivation for physical exercise. While the health benefits of physical activity are universally acknowledged, Ukraine still lacks a coherent conceptual and methodological foundation for the development of an adaptive educational and wellness environment (AEWE), especially in the context of martial law and postwar recovery. Purpose. This article aims to theoretically substantiate the conceptual framework for designing an adaptive educational and wellness environment (AEWE) in educational institutions, which will promote the development of human capital by improving the quality of life, eating behavior, and physical activity of children and youth under wartime and postwar conditions. Methods. The study employs a systems approach that considers AEWE as an integrated, dynamic system composed of interrelated pedagogical, psychological, medical, digital, and infrastructural components. The analysis includes a synthesis of scientific literature, normative documents (e.g., the New Ukrainian School concept, national strategies), and the author's pedagogical experience. Results. The AEWE model integrates three major components: educational, wellness, and digital. The educational component provides methodical and instructional support, delivering theoretical and practical knowledge tailored to individual needs. The wellness component includes tools for physical training, health diagnostics, and therapeutic practices aimed at improving physical and psycho-emotional well-being. The digital component consists of mobile apps, online platforms, and smart technologies for monitoring and customizing physical activity programs. The implementation of AEWE enables the individualization of movement practices, promotes motivation for healthy lifestyles, increases learning effectiveness, and creates inclusive and safe educational spaces. Special attention is paid to the principles of humanism, inclusivity, adaptability, scientific validity, and environmental friendliness. Originality. This research introduces the notion of AEWE as a multidisciplinary and adaptive system that holistically supports students' health and learning. The concept includes innovative interpretations such as epistemic placemaking – a participatory approach to co-designing educational spaces based on student well-being, interaction, and inclusivity. AEWE is also seen as a strategic response to the current crisis, providing a flexible model for education during and after the war. Conclusion. AEWE is a dynamic, interdisciplinary model that integrates educational, wellness, and digital elements to respond to individual student needs. It offers a roadmap for creating a safe, inclusive, and motivating environment that fosters physical, psychological, and cognitive development. In the postwar context, the AEWE approach will serve as a foundation for restoring and transforming the Ukrainian education system into a more resilient and health-centered institution. Future studies will further develop and validate AEWE components and explore their implementation in general secondary education institutions in the Volyn region and beyond.