Higher Education Institutions Research Articles

Insights from co-designing an interdisciplinary programmatic approach for assessment transformations at a research-intensive university in Australia

This paper conceptualises an interdisciplinary co-design approach for piloting and iteratively implementing programmatic assessment transformations at the University of New South Wales (UNSW). Using systems thinking and co-design principles, we engaged diverse stakeholders across various disciplines to address collective challenges such as overassessment and inadequate feedback. Literature reviews and consultations suggest that programmatic assessment can improve assessment processes and enhance student engagement. The project so far provides insights for higher educational institutions on the importance of collaborative design and continuous feedback, demonstrating the potential of programmatic assessment to align with curricular goals and enhance student learning outcomes.

Tailoring Learning Analytics for Success

Learning Analytics systems are emerging as a powerful tool for student success, optimising curricula, and informing data-driven decisions. However, these will not be achieved without effective implementation strategies tailored to institutional contexts. This study compares the learning analytics practices of five diverse Australian universities, offering a nuanced exploration of the similarities, differences, and patterns that characterise their adoption journeys. We will work to identify the factors that contribute to successful implementation and enhanced impact. Our findings emphasise the importance of aligning learning analytics initiatives with institutional contexts, student demographics, and unique needs, emphasising the necessity of tailored approaches that resonate with stakeholders and address specific challenges. Our intention is to provide a practical roadmap for Higher Education Institutions seeking to benefit from learning analytics, giving them the means to harness the full potential of these tools.

Role of Interpersonal Skills, Communication Capabilities and Information System on Learning Capabilities of Higher Educational Institutions in China: Mediating Role of Students’ Satisfaction

The growth of higher educational institutions much depends upon various factors among which interpersonal skills, communication capabilities and information system are prominent ones. The current study aimed to examine the impact of these factors viz., interpersonal skills, communication capabilities and information system, on the learning capabilities of higher educational institutions in China. The study also checks the mediating role of student satisfaction among these three constructs. The study gathered the data from final year students of higher educational institutions using surveys. The study also examines the data reliability along with association among variables using smart-PLS. The outcomes revealed that the interpersonal skills, communication capabilities and information system have a positive association with learning capabilities. The outcomes also exposed that student satisfaction significantly mediated among exogenous constructs of the study. The study findings would act as a guide to the policymakers regarding enhancing the learning capabilities by focusing on interpersonal skills, communication capabilities and information system.

Оценка профессиональной педагогической подготовки в контексте принципа инклюзии в Беларуси

<p>The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.</p>

Perception of translation competence among master’s degree graduates in translation and interpreting: a quantitative study

ABSTRACT In a global context increasingly prone to e-learning formats at all levels of education, especially in and after the context of the COVID-19 pandemic, the acquisition of skills in distance learning programmes should not differ from the ones in onsite learning programmes. The main objective of this study is to analyse the perception that master’s in translation and interpreting (TIS) graduates have of the competences acquired during their studies offered by higher education institutions in Spain. This will be done by means of a questionnaire that uses a 4-point Likert scale to collect evaluations of different issues related to the translation skills of 256 graduates. Our results indicate that the mode of study (face-to-face or distance) does not influence graduates’ perceptions. Finally, we conclude that the graduates’ perception is positive.

LINGUISTIC AND DIDACTIC BASIS FOR THE DEVELOPMENT OF FUTURE DOCTORSʼ SPEAKING COMPETENCY

The article defines the content of the concept of “future doctorʼs speech competence” as an integral quality of a medical student, which is manifested in the general ability and readiness to use language means, the laws of their functioning for the construction and understanding of speech utterances in the context of professional activity of doctors; the linguodidactic principles of development of future doctorsʼ speech competence are substantiated. These include the laws of mother tongue acquisition that contribute to the intensive development of communicative and linguistic skills; general didactic and specific principles that determine the direction in the development of means of developing linguistic skills; forms, methods and techniques that correspond to the main forms of work in higher education; teaching aids, the use of which affects the effectiveness of the content of education. It is noted that the development of future doctorsʼ speech competence can be carried out using the following methods of language teaching: oral presentation by the teacher (narration, explanation, lecture), conversation, work with a textbook, observation and analysis of language phenomena, exercise method, programmed learning and interactive methods. The following interactive learning methods have become valuable for the development of medical students’ language competence: work in small groups, imitation, simulation, discussion, microphone, talk shows, rotating groups. All these methods combine into one whole the activities of the teacher and students, which are aimed at improving language knowledge, developing communicative and speech skills, allow to manage studentsʼ cognitive activity productively and realize educational, educational, developmental, motivational, control and correctional functions of learning in a higher education institution

DEVELOPMENT OF HIGHER MEDICAL EDUCATION ABROAD IN THE STUDIES OF UKRAINIAN COMPARATIVISTS

The article presents a synthesized historiographical analysis of Ukrainian pedagogical comparativistsʼ works on the development of higher medical education in foreign countries, identifying trends, achievements, bottlenecks, and prospects for studying this problem. The presented sample of dissertations, monographs, and textbooks demonstrated their narrow country-specific vector and similarity in formulating the subject of research. Historiographical and comparative analysis revealed similar approaches of scientists to determining trends in the development and functioning of national systems of professional training for doctors. These concern the preservation and expansion of decentralization in higher medical education management; strengthening the interaction of its various links; shifting emphasis in determining the prerequisites for the development of national higher medical education systems from “traditional” factors (political, socio-economic, cultural situation of the country, etc.) to clarifying the influences of international medical organizations and documents in the field of healthcare that substantiate general strategies for training doctors in higher medical education institutions, etc. Scientists also propose original approaches to studying the functioning of national systems of higher medical education. These are manifested in the development of authors periodizations and classifications of the specified process; thorough characteristics of university environments for training future doctors in different countries; comprehensive understanding of the determinants of their formation and development, which, in addition to social, economic, and cultural factors of the country's development, relate to the level of education of the population, its multiculturalism, the specifics of educational systems, etc. In these perspectives, the analyzed studies mark two main country-specific vectors of research in higher medical education: “overseas” (USA and Canada) and “European” (mainly Great Britain, Poland, and German-speaking countries).

Critical roles of leadership and management to the suffocation of tertiary education sector during the Covid-19 pandemic: A critique of human migration

This research explores the coping mechanisms of the tertiary education sector during the Covid-19 pandemic from the point of view of the restricted human migration. The research is conceptual and empirical in nature within the qualitative research paradigm. Interviewing technique and narrative enquiry were employed to generate data pertaining to the restricted human mobility during the Covid-19 pandemic. Out of the population of 25 public higher education institutions, in South Africa, only 2 were conveniently sampled for intensive study on restricted human migration of their employees during the Covid-19 lockdown. This paper is therefore, a case study of 2 public higher education institutions. Research findings revealed that firstly, organisational efficacy took a nosedive during the Covid-19 pandemic. Secondly, there was a controversy of the mandatory immunizations within the migrants. Thirdly, the application of migration segregation aggravated the state of affairs. Fourthly, inhibition of the already planned face-to-face conference attendance crippled the education sector. Lastly, compromising of quality assessment practices particularly at institutions of higher learning was a disservice and disruptions to the education sector. Exemption of the education sector from the suffocation of restrictive health protocols in case of similar Covid-19 pandemics in future is recommended.

Fifty years of initial teacher education in Portugal: looking back, looking forward

ABSTRACT This paper looks at Initial Teacher Education (ITE) over the last 50 years in Portugal (1974–2024). This is especially significant as 2024 marks the 50th anniversary of democracy in the country happily coinciding with the Golden Jubilee of the Journal of Education for Teaching. ITE policy development over the last five decades has generally been positive, particularly regarding the professionalisation of teachers through the recognition of ITE at higher education level, the accreditation of ITE programmes, the adoption of a master’s degree as the required level of professional qualification for all sectors of education (from pre-school to secondary school), and the role of higher education institutions in the education of teachers. However,a number of drawbacks can also been identified including the fragmentation of ITE curriculum components as a result of the Bologna process and the adoption of a sequential model, as well as, more recently, a reduction in foundational courses and the introduction of more ‘flexible’ ways to enter teaching within the context of a teacher shortage. The threats and opportunities in such a scenario are explored and implications for policy and practice are discussed.

Localized Internationalization Framework in Higher Education for Undergraduate Institutions in the Context of Emerging Engineering Disciplines

This study explores the integration of global perspectives within engineering literacy education through localized internationalization efforts at Guilin University of Electronic Science and Technology (GUET). Focusing on the experiences of faculty members and administrative staff, the research investigates how GUET applies its localized internationalization model to emerging engineering disciplines. Utilizing a qualitative research design, data were collected through semi-structured interviews and focus group discussions with participants directly involved in curriculum development and international collaboration projects. The Concept-Construct-Theme (CCT) method was employed for data analysis, allowing for the identification of key themes related to the implementation, challenges, and effectiveness of the internationalization initiatives at GUET. The findings highlight the critical role of tailored educational strategies in enhancing global competencies while maintaining regional relevance. The study also underscores the importance of addressing resource limitations, institutional support, and faculty development to strengthen internationalization efforts. The insights gained from this research offer valuable recommendations for improving practices and policies in higher education institutions aiming to balance global engagement with local context.

AVIGNETTE ON THE 65TH ANNIVERSARY OF THE FACULTY OF TECHNOLOGYAND THE DEAN'S ADDRESS TO THE 2024/2025FRESHMANCLASS

The Faculty of Technology in Tuzla is the oldest higher education institution in the Tuzla Canton and one of the oldest in Bosnia and Herzegovina. It was established in 1959 and was the cornerstone for the founding of the University of Tuzla.This year, the Faculty of Technology celebrates 65 years of existence and work, marked by continuous development and success. The faculty has played a significant role in the education of students in Bosnia and Herzegovina and beyond, as well as in the founding of other higher education and scientific institutions in Tuzla, which eventually led to the establishment of the University of Tuzla. The Faculty of Technology in Tuzla was the first higher education institution in Bosnia and Herzegovina to initiate postgraduate studies in 1963. The first two master's theses were defended in 1965, and the first doctoral dissertation was defended in 1962.Today, the Faculty has a total area of 7,878 square meters, comprising modernly equipped amphitheaters, classrooms, laboratories, a library, and faculty offices. Long-standing practice and constant collaboration with the industry have led to the development of curricula that provide the opportunity for training and educating engineers who have sufficiently broad knowledge to quickly adapt to the demands of the industry.

Transformational leadership for sustainable productivity in higher education institutions of Cameroon

AbstractThis study investigates the need for transformational leadership in the sustainable development of the productivity in higher education institutions (HEIs) in Cameroon. While institutions always request additional funding, the need for effective allocation and utilization of existing resources is relevant for sustainability. Participants for this study included teachers from state and private HEIs in Cameroon. Correlation and regression models were used to assess the impact of transformational leadership on sustainable productivity grounded in Michael Fullan’s (2011) six secrets of educational change theory. A positive and significant relationship was observed between transformational leadership and the productivity of HEIs. While the practice of transformational leadership was observed more in state-owned HEIs, the impact was more in private than in state HEIs. The mean value for intellectual stimulation for sustainable productivity of higher institutes of learning is higher for the private as compared to that of state institutions showing that intellectual stimulation is more used in private HEIs to improve their productivity than in state-owned HEIs in Cameroon. While the correlational analysis showed that intellectual stimulation has the strongest correlate effect on sustainable productivity, the regression analysis showed that inspirational motivation has more added value to productivity. Based on these findings, we recommend a leadership model for sustaining organizational productivity, where the essence of the effective practice of transformational leadership is collaboration, especially in the change process.

Preventive Behaviors Among Higher Education Students in Response to COVID-19: The Role of Risk Perception

In response to the COVID-19 pandemic, higher education institutions adopted a set of measures to ensure safe face-to-face teaching and to control potential outbreaks. However, the effectiveness of the implemented measures is dependent on the behavior of students, who are generally young, often displaced, living with other colleagues, and constantly seeking physical contact, which makes their behavior outside the institution also of particular relevance to controlling the pandemic. An online questionnaire was developed and applied to characterize the behaviors adopted by students inside and outside the higher education institution, as well as risk perception based on the health belief model (HBM) and unrealistic optimism, with the participation of 620 students from three Portuguese higher education institutions. The adoption of safe behaviors is related to a greater perception of the benefits and of the severity of COVID-19. Unrealistic optimism also has a negative impact on preventive behaviors. The behaviors least adopted by students concerning potential exposure to COVID-19 were disinfecting hands and equipment after use, as well as physical distancing from colleagues. With regard to behaviors adopted outside the institution, it was found that students did not avoid physical contact with colleagues and family members. These findings contribute to our understanding of student behavior during the COVID-19 pandemic, help institutions understand if the applied strategies were effective or not, and denote the need to reinforce or improve the implemented strategies.

REGISTRY OF TYPES, FACTORS, AND CONSEQUENCES OF MEDICAL ERRORS IN THE DIAGNOSIS OF DIABETES MELLITUS TYPES

Aim. To identify and systematize the types, factors, and consequences of medical errors in diagnosing types of diabetes mellitus (DM) and to create a registry for them.Materials and Methods. A search, collection, evaluation, and synthesis of scientific data regarding the prevalence of diagnostic errors, their significance, types, causes (including general and diabetes-specific factors), and prevention methods were conducted using Google Scholar, Scopus, Web of Science, PubMed Medline, and Embase databases, as well as publications from open sources. The analysis included guidelines from leading medical societies and expert groups. Based on the systematization of literature data and the authors' clinical observations, a «Registry of Types, Factors, and Consequences of Medical Errors in the Diagnosis of Diabetes Mellitus Types» was created for the first time.Results. General factors contributing to errors in the diagnosis of diabetes mellitus (DM) include limited access to quality healthcare, a shortage of specialists in diabetology, low levels of teamwork, lack of availability of diagnostic tests for determining DM types, ineffective communication, unsatisfactory care coordination, and follow-up, as well as cognitive biases. Diabetes-specific factors include the heterogeneity of DM, atypical disease progression, comorbidities, environmental factors, and technical errors in DM diagnosis. The most typical diagnostic discrepancies involve the misidentification of type 1, type 2, and other specific types of DM. Implementing the created «Registry of Types, Factors, and Consequences of Medical Errors in the Diagnosis of Diabetes Mellitus Types» in endocrinology departments has significantly reduced the number of diagnostic discrepancies for DM types. Additionally, incorporating this registry into the educational process at higher education institutions has improved the competence of students and medical professionals on this issue.Conclusions. The «Registry of Types, Factors, and Consequences of Medical Errors in the Diagnosis of Diabetes Mellitus Types», created based on a synthesis of literature data and the results of clinical observations, contributes to improving the quality and accuracy of diagnosis, enhances the professional level of healthcare workers, and reduces the number of incorrect diagnoses and treatment prescriptions.

Experiencing online training and educational inequality in TVET delivery among trainers and trainees in Kenya during the COVID-19 pandemic: A case study

AbstractDuring the COVID-19 pandemic, the switch to online training exposed the digital divide between higher education institutions, with some significantly superior to others in terms of equipment and experience, as well as among students enrolled in the same institution. The purpose of this study was to investigate online training and educational inequality in TVET (Technical and Vocational Education and Training) delivery in Kenya, during the COVID-19. A total of 16 unstructured discussions were conducted in four TVET institutions in the Western Kenya Region. Each college organized four conversations (two males only and two females only groups). The study took into account various reports and literature to provide the background and analyze the data to respond to the research questions. Additionally, the study collected data through desk reviews, unstructured conversations, reports, emails, WhatsApp messages, and phone calls that aid in situation analysis, utilizing a qualitative research methodology of situational analysis. Lack of experience with online training by trainers and trainees, along with inadequate training assistance, resulted in feelings of anxiety and unease. Trainees were frequently incapable of self-regulation and remained motivated to learn at home and they were unsure about the quality of the materials accessible to them. Recommendations on four major issues are given: providing complete support to trainees, trainers, and other institution personnel; improving remote and online training; ensuring policy certainty, implementation, and monitoring; and discovering and implementing effective interventions and innovations.

ПРИНЦИПИ НАВЧАННЯ ТА ОСОБЛИВОСТІ ЇХ РЕАЛІЗАЦІЇ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article is devoted to the topical issue of training future biology teachers to organize students' research activities in the context of the transition to the New Ukrainian School. The article analyzes modern teaching principles that ensure effective training of future biology teachers to organize research activities in biology teaching. The features of the implementation of these principles in the educational process and their influence on the formation of future teachers' competencies necessary to create conditions for successful research work of students are considered. The purpose of the article is to systematize and analyze modern teaching principles that are the basis for preparing future teachers to organize students' research activities in biology; to study the peculiarities of implementing teaching principles in the training of future biology teachers. The following methods were used in the study: theoretical - included a detailed study of scientific literature and determination of the role of research in the general context of biological education, justification of the need to define the principles of training future teachers to organize research activities; empirical - involved direct observation of the educational process and analysis of the results of research work of students, which allowed to assess the real state of affairs in higher education institutions. The study determined that in order to effectively prepare future teachers to organize students' research activities, an integrated approach should be applied based on the following didactic principles: the principle of activity-based approach, the principle of personality-oriented approach, the principle of science, the principle of systematicity and consistency, the principle of practical orientation, the principle of creativity, the principle of cooperation, the principle of reflection, the principle of interactivity, the principle of integrative learning.

Gender disparity in academic performance in higher education institutions: a case of Wollo University, Ethiopia

IntroductionGender disparity in academic achievement in developing countries is a pervasive issue that requires attention. Examining the gender gap provides empirical evidence for decision-makers. This study explored gender-based disparities in academic achievement in higher education institutions.MethodsWe employed an ex-post facto research design and analyzed the cumulative grade point average (CGPA) and national exit examination results of 1,323 students to attain the study objective. Data analysis was conducted using the Chi-square test, independent samples t-test, correlation, and simple linear regression tests.ResultsThe results revealed a statistically significant underrepresentation of female students in the top-achieving groups (χ2 (1) = 7.929, p < 0.05), whereas their proportion in the lower-achieving groups (χ2 (1) = 19.18, p < 0.05) was higher than expected. Additionally, a significantly more significant proportion of female students scored below the 50% minimum passing mark on the national exit examination (χ2 (1) = 23.857, p < 0.05). Furthermore, the analysis demonstrated that male students attained statistically and significantly higher marks on both their CGPA [t (1231) = 6.432, p < 0.001] and national exit examination [t (1231) =10.855, p < 0.001] at a 95% level of significance. The correlation test results revealed that students who performed well academically in their CGPA were more likely to score higher on the national exit examination [r (1323) =0.525, p < 0.01].DiscussionThe findings suggest that further research is necessary to explore the underlying factors contributing to the observed gender disparities in academic achievement at the tertiary level. Moreover, additional efforts have to be undertaken by concerned bodies to support and mentor female students at higher institutions.

Impact of integrated marketing communication strategies on choice of higher education institutions

In today’s fiercely competitive realm of higher education, Integrated Marketing Communications (IMC) have emerged as a crucial approach for institutions to effectively connect with prospective students. This study examines the influence of IMC strategies on students’ choices of higher education institutions (HEIs) in Bangalore, India. Using a descriptive research design, data were gathered via a structured questionnaire from a sample of 384 students. The findings reveal notable disparities in perceptions of IMC based on gender, academic discipline preference, and institution type. Interestingly, age does not yield significant differences in IMC perceptions. A positive correlation (0.632) between IMC perceptions and choice of HEIs underscores the importance of customized strategies in attracting and engaging students. IMC strategies such as digital marketing, social media engagement, content marketing, alumni engagement, and student ambassadors significantly influence the choice of HEIs with the variance of 0.315, 0.523, 0.394, 0.619, and 0.298, respectively. Further, IMC strategies such as digital marketing, social media engagement, alumni engagement, partnership with influencers, and student ambassadors significantly influence the selection of disciplines with the variance of 0.298, 0.642, 0.497, 0.421, and 0.234, respectively. In essence, this study emphasizes the pivotal role of effective IMC strategies in higher education choice decision-making and provides actionable insights for institutions seeking to refine their marketing approaches.

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF ORGANIZING INDEPENDENT WORK OF STUDENTS IN HIGHER MEDICAL EDUCATION INSTITUTIONS DURING THE STUDY OF "OBSTETRICS AND GYNECOLOGY"

Modern medical education faces numerous challenges that require new approaches to student training. In the context of rapid changes in medicine and increasing demands on professionals, it is essential not only to transmit knowledge but also to foster students' ability to work independently and think critically. Psychological and pedagogical aspects of organizing independent learning activities become key to ensuring effective education. Research on motivation, psychological barriers, and innovative teaching methods opens new horizons for developing professional skills in students. The true goal of the educational process is to cultivate not only qualified but also adaptive medical professionals who can respond quickly to changes and challenges in contemporary practice.Aim of the study. To investigate the psychological and pedagogical features of organizing independent work of students in higher medical institutions when studying obstetrics and gynecology, focusing on motivational factors, psychological barriers, and effective teaching methods that promote the development of professional skills and readiness for practical activities.Material and methods. The impact of psychological and pedagogical aspects on organizing independent work of students in higher medical educational institutions during the study of obstetrics and gynecology has been examined, as well as the analysis of scientific articles and research that highlight effective approaches to improving the educational process in this field.Results. The Bologna Declaration emphasizes the importance of student activity and autonomy, making the organization of their independent work particularly relevant in modern conditions. The transition to a credit-module system of education ensures the individualization of the educational process, promoting self-development and active cognitive activity. This system changes traditional approaches to teaching, transforming the roles of instructors in the process. Students become more responsible for their own preparation, which increases their motivation to learn. As a result, independent work becomes a key element in forming professional skills and competencies of future medical practitioners, opening up new opportunities for their development.Conclusions. Independent work of students in the context of a credit-module system of education in a medical university occupies 29% to 42% of educational time and opens up broad opportunities for the development of students' cognitive independence. The main conditions for its effective implementation include motivating students towards this activity, taking into account the psychological characteristics of the youth collective, as well as organizing education with mandatory monitoring of the results of independent work.

Health-preserving physical culture and wellness competences as an important condition for ensuring and spreading a high level of public health (methodological aspects)

WHO indicates that the purpose of actions aimed at strengthening public health protection is to ensure conditions under which people can remain healthy, able to strengthen health and well-being, and prevent deterioration of health. However, in the basic documents, there is no place for health-preserving physical culture and health-improving competencies of a person in the system of general efforts. The aim of the work is to reveal the need and place of health-preserving physical culture and wellness competencies of a person as a condition for ensuring and spreading a high level of public health in Ukraine. Material and methods. The study was organized at the Dnipro State Academy of Physical Culture and Sports, the Ukrainian State University of Science and Technology, the National Technical University “Dnipro Polytechnic” (all in Dnipro) and the Zaporizhzhia State Medical and Pharmaceutical University. The used methods of theoretical research were: study and generalization of data from domestic and foreign official and literary sources, as well as abstraction, analysis and synthesis, induction and deduction. Results. Conceptual principles and didactic technology of physical education of a non-professional physical education (NpPhE), with an emphasis on strengthening the general cultural component of the educational component “Physical education” in higher education, aimed at eliminating existing shortcomings. Provided with pedagogical technology, NpPhE contributes to the formation of the building blocks of one’s own health. And the system of effective pedagogical mechanisms of NpPhE is significantly different from the provision of information about health, which is the subject of modern valeology. In this context, the development of conceptual directions of creative valeology is relevant, as a means of supporting a person’s creativity in a safe effect on health. Namely, the formation in institutions of higher education of the builders of their own health. Conclusions. A system of pedagogical mechanisms is proposed, which is significantly different from just providing information about human health as a benefit/harm of influences and actions, which is what valeology is focused on. This is a prerequisite for the formation and development of creative concepts of modern valeology based on the improvement of cultural and practical components of the educational component “Physical education” in the conditions of a higher education institution for specialists who take care of building their own health from specialties related to civilians. In conditions where the majority of their graduates are engaged not in physical, but intellectual work, the further implementation of approaches related to professional-applied physical training for professional activities is something that it is time to abandon.