Interdisciplinary Education Program Research Articles

Development of Bio-Economics and Training Highly-Qualified HR in Russian Regions

Bibliographic and bibliometric analyses showed a serious growth in the number of investigations on bio-economics in 2016–2023. It was pointed out that for bio-economics development we need not only the generation of effective bio-technologies but also their translation – knowledge proliferation. Traditionally these functions are realized mainly through system of personnel training, which gives an opportunity to train highly-qualified workers capable of maintaining effectiveness of production forces at the advanced level. In view of this the present article compiled a sample of 36 Russian universities by ‘Bio-technology and bio-engineering’ and ‘Ecology’ ratings. In addition 10 more universities were included by ‘Economics’ rating. The entry of each university was fixed for subsequent visualization by cartography in order to find regions of prospective development of inter-disciplinary and convergent education programs. Later on a broader sample of leading home universities research was conducted on education programs aimed at training qualified personnel for developing ecologic bio-technologies based on new knowledge. Findings of the research demonstrate that Russia has got prospects for effective development of bioeconomics based on ecologic bio-technologies.

Salutogenic Design as Health Preservation Technology: Prospects for Implementation in Public Health

Introduction. The concept of salutogenic design, focused on creating a healthy environment, is based on the salutogenesis concept, developed back in the 1970s by Aaron Antonovsky. This approach is becoming increasingly popular in urban planning, development, and certification of buildings, offices, and medical fa-cilities. Due to ongoing national projects, there is an increasing demand for specialists in public health and salutogenic design in Russia, which has justified the creation of an interdisciplinary educational program. Objective. To present the implementation of the network master's program "Salutogenic Design" in the field of public health and the creation of a healthy urban environment.Materials and methods. We conducted literature review on existing practices for applying salutogenic de-sign in urban planning and described the implementation of the network master's program "Salutogenic De-sign" at the Institute of Leadership and Health Management of the I.M. Sechenov First Moscow State Medical University (Sechenov University) and Moscow institute of architecture (MIARCH).Results. The concept of salutogenic design is a prominent scientific and practical issue for researchers, pro-fessional community, and executive authorities worldwide, with particular interest in implementation studies of salutogenic design for designing and constructing environments, transport, medical organizations, and the urban landscape, as well as developing tools for urban environment assessment. The master's program "Salutogenic Design" is a unique educational experience that includes the development of professional skills in an interdisciplinary area of health sciences and urban planning, distinguishing it from other educational projects.

To the Problem of Improving the Education of Industrial Design Specialists in Ukraine

New world challenges increasingly require designers to solve social problems of humanity, so designers are entrusted with increasingly complex and impressive tasks. However, the modern system of design education does not always prepare students for these tasks. This article analyses how the educational process of training designers in European countries is built.
 The realities of the development of industrial design in Spain and Ukraine are given, with an immersion in the historical prerequisites for the formation of this field of activity. The development of industrial design in countries is demonstrated, taking into account historical, economic and political prerequisites. The training programs were considered and the content of the training of industrial design engineers in Spain and the content of the training of industrial design specialists in Ukraine were compared. In the process of studying the training programs, significant differences in the understanding of the field of activity and the content of the training of industrial designers in Ukraine and Spain were revealed. This fact is reflected in the demand of students to study in the relevant training programs.
 In order to demonstrate the shortage of industrial design engineers in the production sector of industry, the labour market requirements for these specialists in Ukraine are given. According to the results of the analysis, the inconsistency of the training content of industrial designers with the requirements of the labour market was demonstrated both at the legislative level and at the level of employers’ requirements
 In order to meet the needs of industry and bring Ukrainian education to European requirements, it is proposed to introduce a new interdisciplinary educational program for training engineers in industrial design in Ukraine, taking into account the experience of the Spanish School of Industrial Design, which has incorporated the best English and European practices.
 It should contain two main focuses of training: engineering and aesthetics. At the same time, business awareness and environmental awareness when making decisions should become a mandatory component of the training of industrial design engineers.

Parental Awareness Regarding Shaken Baby Syndrome and Associated Factors in Jordan

Background: Shaken Baby Syndrome (SBS) is a serious public health issue believed to result from non-accidental trauma by violently shaking the baby. Purpose: To evaluate the awareness about SBS among parents in Jordan. Risk factors associated with SBS including psychological distress and age were investigated. Methods: A descriptive questionnairebased study consisting of demographic characteristics, SBS knowledge, and parental selfreported psychological distress was conducted. The questionnaire was conducted online between September and October 2022. Descriptive analysis of frequency and percent distribution was used for demographic analysis. Contingency table (Cross Tabulation and Chi-square) along with frequency analysis was used to describe the associations among the frequency distributions of the categorical variables. Results: Over two-thirds (67.65%) of parents (a total of 306 participants) were unaware of SBS and 68.30% of them reported shaking their children. Aging was significantly associated with less SBS knowledge and more self-reported psychological distress. Self-reported psychological distress was significantly associated with increased shaking incidents (p<0.05). Most parents who had shaken their children and were unaware of the syndrome reported psychological distress at an ages of 30 and above. Conclusion: A serious lack of SBS awareness exists among parents in Jordan. Parents’ characteristics including age and self-reported psychological distress are important factors to formulate a logical understanding of the SBS phenomenon. The triad of SBS knowledge, age and psychological distress should be essential components of successful educational programs. Implications for Nursing: The study supports the need for SBS interdisciplinary education and training programs for parents and professionals caring for babies in pediatrics units. Keywords: Shaken baby syndrome, Knowledge, Psychological distress, Abusive head trauma.

TRAINING OF FUTURE TEACHERS IN ENVIRONMENTAL EDUCATION IN THE USA

Resolving the problem of the global environmental crisis determines not only the modification of production technologies, but also changes in people's lives, their consciousness and attitude towards nature. Compliance of the values of a new culture, a person of a post-industrial society with global environmental laws requires targeted environmental preparation. Consequently, the leading role in this process belongs to the educational system. Valuable experience in environmental education has been accumulated in the USA. Its study and implementation of best practices in the Ukrainian educational sphere makes it possible to increase the level of environmental culture of future teachers. The purpose of the article is to study the experience of training of future teachers in environmental education in higher education institutions in the USA. Research methods: analysis of scientific literature, systematization (to clarify the key concepts of the study), study of educational programs (to determine their environmental content), comparison, generalization (to form the author's conclusions). The features of environmental training of future teachers in some US universities have been studied. Using the example of teacher training at the University of Portland, it was established that environmental education is implemented through the study of various disciplines («Introduction to environmental education», «Factors of environmental education», «Methods of studying ecology»), as well as extracurricular work (participation in the environmental movement, work of the student ecological association). The activities of the Center for Natural Education and the interfaculty association «Environmental Science and Natural Resources Management», which operate at the university and provide environmental training to students, have been studied. The areas of environmentalization of the training of future teachers, which can be implemented in Ukrainian higher education institutions, have been identified: the formation of a system of continuous ecological training of teachers in higher education; creation of special structures (centres, associations) of environmental orientation in universities, the functions of which are the development of interdisciplinary educational programs of environmental content for future teachers of various specialties, preparation of educational and methodological materials for environmental courses, conducting environmental events.

Evaluation of an interdisciplinary education program to foster learning health systems (Preprint)

Evaluation of an interdisciplinary education program to foster learning health systems (Preprint)

ANALYSIS OF INTERDISCIPLINARITY AND TRANSDISCIPLINARITY OF EDUCATIONAL PROGRAMS IN THE GROUP "LAW" IN THE REPUBLIC OF KAZAKHSTAN

The paper discusses the problem of interdisciplinarity of education as a reflection of the interdisciplinarity of social and professional legal activity. The article considers the interdisciplinarity of university legal education, the formation of general education programs of various directions on an interdisciplinary basis. The special role of the choice of tools and mechanisms for achieving interdisciplinarity of educational programs is emphasized. The article analyzes the features of creating a system of evaluation of interdisciplinary educational programs in the group "Law" in the Republic of Kazakhstan. The author reveals the essence and place of transdisciplinary research in the higher school education system as an innovative direction in the training of scientific personnel. Transdisciplinarity is understood as the study of the subject (more precisely, the elements of the subject area) of one scientific discipline using the methods and terminology of another discipline; in other words, it is the study of the subject by representatives of one discipline of another. It is with interdisciplinarity that the successes of modern natural sciences can be linked, many areas of which (for example, nanoscience) do not "fit" into a narrow disciplinary framework. An interdisciplinary approach is best suited for studying complex, multi-level, heterogeneous, continuously changing institutional systems. The author of the article suggests some ways to implement the recommendations of the World Declaration on Higher Education for the 21st Century. In turn, in order for transdisciplinarity to become accessible and understandable to teachers and university students, it should be presented in the form of a scientific approach. In other words, transdisciplinarity should be an independent scientific direction with its own research subject and concept, transdisciplinary approach and language, units of measurement and models of reality, method of information analysis and methodology of risk analysis of decisions. In this context, transdisciplinarity will allow for the general scientific classification and systematization of disciplinary knowledge. After such processing, disciplinary knowledge becomes fully adapted to their joint use in solving research and practical problems of any complexity and complexity.

Five-year follow-up of an interdisciplinary oral health education program: Clinical practice behaviors in working pediatric nurse practitioners.

Many interdisciplinary oral health education programs have been implemented for pediatric primary care providers (e.g., pediatric nurse practitioner [PNP]) to raise awareness and gain skills related to the prevention of early childhood caries (ECC). However, no studies have evaluated if these educational programs provided to PNPs during their training resulted in clinical practice behavior changes. A 33-item survey was designed on a web-based platform (Survey Monkey) and distributed to 71 PNP graduates. The survey included demographics, current clinical practice, clinical practice behaviors, and perceived barriers to practice. Descriptive statistics were used to assess the survey items and thematic analyses on the open-ended questions. The survey response rate was 70% (50/71 PNPs). Most practicing PNPs were in acute care or specialty clinics (n = 33; 66%) where oral health was not part of the focused visit. Majority used knowledge learned in assessment and anticipatory guidance skills. However, only 14% of primary care providers were applying fluoride varnish with 10% billing for this procedure. Barriers to application were time, available supplies, COVID protocols, lack of support staff, or not billing due to minimal reimbursement. Many primary care-trained PNPs were practicing in acute or subspecialty areas where prevention of ECC is not viewed as part of their focused visit. Pediatric nurse practitioners working in primary care demonstrated some clinical practice changes. However, areas for improvement are time to perform a risk assessment and application of fluoride varnish, access to these supplies, and standard billing and insurance reimbursement for these preventable services.

Impact of an Interdisciplinary Educational Programme on Students' Physical Activity and Fitness.

Educational initiatives and actions are needed to provide students with skills to create active habits and lifestyles in order to increase the physical activity and fitness levels of young people. The main objective of this study was to analyse the effects of a classroom-based physical activity and life skills programme on students' physical activity and fitness levels. The sample consisted of 65 students in the 6th grade of Primary Education, aged between 11 and 13 years (11.86 ± 0.53), divided into a control group (CG) and an experimental group (EG) for convenience and accessibility. This was a quasi-experimental, repeated measures, longitudinal cut-off research design. For 16 weeks, an interdisciplinary educational programme based on a combination of classroom-based physical activity and life skills was implemented. The results showed that the educational programme had a positive effect on students' physical activity levels during school hours, specifically on reducing sedentary time (p < 0.001) and increasing light (p < 0.001) and moderate-to-vigorous (p < 0.001) physical activity. Positive effects were also found on the variables of explosive strength (p < 0.05) and aerobic capacity (p < 0.05) related to physical fitness. In conclusion, interdisciplinary educational programmes based on the promotion of physical activity and life skills could contribute to the development of responsible daily physical activity habits in students to facilitate their transfer to other environments (social and family) outside school.

Responding flexibly to the complex problem of chronic pelvic pain: Incorporating patient needs into program development.

Chronic pelvic pain (CPP) in women is both common and disabling, and access to interdisciplinary care is limited. Patient education programs may represent a pragmatic approach to delivering interdisciplinary care, but to date the specific educational needs of patients with CPP are unknown. We surveyed 136 patients at a tertiary CPP treatment center to identify their educational needs and preferences; 71 (52%) completed surveys. Based on the results, we developed an interdisciplinary educational program, including expert presentations and an extensive participant handbook. We modified our program to a webinar format following the advent of COVID-19. Participants registered for the webinar only or for our study involving completion of three measures of pain-related functioning before and 2 months after the webinar. Our survey results indicated that CPP patients were most interested in learning about the diagnosis and treatment of CPP, coping with CPP, and diet and exercise in the context of CPP; patients also indicated a preference for brief, one-time programs. Of the 164 webinar participants, 64 (39%) enrolled in the study and completed baseline measures; 20 (31%) of those returned follow-up measures 2 months after the webinars. Participants who completed follow-up measures reported significant reduction in pain-related interference; no other significant differences were observed. Participants who completed feedback surveys were positive in their evaluation of the program. Patients with CPP desire more knowledge about their complex symptoms. Addressing their specific needs through educational supports may enhance their ability to manage their symptoms independently. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

The main objective of this study was to implement an educational program named ACTIVE VALUES and to analyse the psychosocial and cognitive effects of its application. It is a quasi-experimental repeated measures research with a non-randomised experimental group (EG) and a control group (CG). The sample consisted of 102 students in the 6th grade of primary school, aged between 11 and 13 years (M = 11.59; SD = 0.60), and 4 teachers aged between 27 and 52 years (M = 38.5). The intervention program lasted 4 months, in which the EG implemented a teaching methodology based on the incorporation of classroom-based physical activity (CB-PA) in the structure of the Teaching for Personal and Social Responsibility (TPSR) model to develop personal and social values in students, as well as to reduce children's sedentary behaviour in the classroom in different educational areas (e.g., mathematics, Spanish language, social sciences and natural sciences), while the CG used a conventional methodology based on direct instruction. The main results found show significant improvements in intrinsic motivation variables (including intrinsic motivation for achievement, stimulating experiences and knowledge), self-determination index, autonomy, relatedness, psychological mediators index, personal and social responsibility, teacher climate, intention to be physically active and executive functions in the EG, while amotivation values increased in the CG. In conclusion, interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are postulated as methodological alternatives to achieve an integral and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor. It is recommended that future research should consider longitudinal designs with mixed methods and follow-up data to assess learning retention, as well as larger samples and the measurement of a greater number of executive functions (e.g., inhibitory control and attention).

Educational and Professional Programme “Online Journalism and Blogging”: Interdisciplinary Content of the Speciality “Information, Library and Archival Management”

The aim of the study is to identify and substantiate the list of competencies required by a specialist within the interdisciplinary major “Online Journalism and Blogging” in the field of study “Information, Library, and Archival Management”. The research methodology is based on the use of a set of general scientific and special methods: analysis and synthesis, the method of comparative analysis for comparing the standards of higher education, which form the subject field of activity of a future specialist majoring in “Online Journalism and Blogging” in the field of study “Information, Library, and Archival Management”; the method of content analysis in the study of texts and documents; a hypothetical method for justifying the need for online journalism in the activities of institutions and the infrastructure of the document and information sphere. The scientific novelty consists in identifying the list of competencies required by a specialist within the interdisciplinary major “Online Journalism and Blogging” in the field of study “Information, Library and Archival Management” and substantiating the main focus of the educational programme, which is outlined as the formation and development of professional competence in providing press strategies in various forms of their implementation in the digital social and information environment as an integrative activity that includes information (document)-communicative and journalistic components. Conclusions. Increasing the competitiveness of modern specialists is normalised today by the introduction of interdisciplinary educational programmes into the educational process. The offer of the educational and professional programme “Online Journalism and Blogging” in the field of study “Information, Library and Archival Management” provides for mastering the knowledge related to the programme subject areas 061 Journalism and 029 Information, library and archival management, which determine its subject area, and the integration of educational content in these fields. The projected activity of the future specialist in the educational and professional programme “Online Journalism and Blogging” is within the framework of such basic concepts as “information resource” – “social communications” – “information product” in their interconnection and mediation by the use of digital technologies. The main focus of the educational programme and major is the formation and development of professional competence in providing press strategies in various forms of their implementation in the digital social and information environment as an integrative activity that includes information (document)-communicative and journalistic components.

Educational and Professional Program “Media Communications and Digital Production”: Conceptual Approaches to the Training of Specialists in the Specialty of “Information, Library and Archive Affairs”

The problem statement. One of the main concepts of the development of the specialty “Information, Library and Archive Affairs” is interdisciplinary educational and professional programs that meet social requirements and are relevant for the field of document and information activities.&#x0D; The purpose of the research is to substantiate the initial provisions, main categories and concepts of the educational and professional program “Media Communications and Digital Production” in the specialty “Information, Library and Archive Affairs”.&#x0D; The methodology. The methodology of the article is based on the application of the principles of systematicity and objectivity of scientific knowledge. Institutional and socio-communication approaches were used. The application of methods of comparative and logical analysis, generalization and synthesis made it possible to successfully realize the set goal.&#x0D; The results. The initial provisions on which the proposed specialization is based are represented, as well as the main categories and concepts that describe it, in their connection with the activity profile of the future specialist with education within the “Information, Library and Archive Affairs” specialty, which is the basis for further definition of basic laws and principles of implementation of the educational process.&#x0D; The scientific novelty. The content of the concepts of “media communication” and “digital production” as components of activity in the library and information field is substantiated. The main starting points for the relevance and development of the educational program “Media Communications and Digital Production” are defined as: digitalization of library work; development of the media environment of the modern library; a wide range of library digital products and digital services in the web environment.&#x0D; Conclusions. It has been proven that the main concepts in the name of the educational program — “media communications” and “digital production” are interconnected and mutually consistent in the structure of the goals and content of the process of training specialists in the specialty “Information, Library and Archive Affairs” and determine regularities of its construction: the goal of training specialists corresponds to the current state and trends of digitization of information, library and archival affairs, development of digital production in the document and information field of activity; the content of the training of specialists, its complex and interdisciplinary nature, due to the convergence of modern types of professional library and information activities, is connected with the development of media communications in the activities of modern libraries, the active production of digital content and the development of digital production of information products and services.

ENSURING A KNOWLEDGEABLE GERIATRIC WORKFORCE: INTERDISCIPLINARY EDUCATION IN LONG-TERM SERVICES AND SUPPORTS

Abstract In this symposium, we describe five interdisciplinary educational programs to enhance the geriatric workforce in long-term services and supports (LTSS): Skilled nursing facilities (SNFs), assisted living, and home health and hospice. The interdisciplinary teams that came together to offer the programs leveraged technology to maximize access to experts in both the curriculum development process and the delivery of the educational programs for a wide range of target learners. The first program, an interdisciplinary telementoring series on dementia care for therapists in SNFs, was developed by a team of experts from occupational, physical and speech therapy. The program included asynchronous online didactic content and case-based learning relevant to therapists. The second program engaged faculty from seven graduate programs: Pharmacy, Physical Therapy, Occupational Therapy, Dentistry, Social Work, Nursing and Physician Assistant to co-create an interprofessional LTSS graduate certificate in Gerontology. The certificate encompasses asynchronous online courses to enable flexibility across programs and cover content specific to LTSS. In the third program, LTSS nurses completed an online educational course to better prepare them to care for complex older adults, improve leadership skills, become more resilient, and complete QAPI projects. The fourth program focused on utilizing interdisciplinary perspectives to educate LTSS direct care staff on the unique needs of LGBTQ older adults. The fifth program offered a virtual telehealth clinical experience to prepare physical therapy students for practice in a SNF setting. The curriculum included eight virtual modules and four telehealth patient encounters that exposed students to interdisciplinary teams in the SNF context.

Effective teaching strategies: Pre-service teachers’ experiences in team taught courses in an interdisciplinary Early Childhood teacher education program

Teacher preparation programs support the development of effective early childhood (EC) teachers through multiple methods. Team teaching is one approach that may facilitate students’ learning and understanding. The current study collected data from 55 pre-service teachers to examine their perspectives on their experiences in team taught courses in an interdisciplinary EC program. A qualitative and quantitative approach was used to analyze survey items so that data from both close-ended and open-ended questions contribute to the findings about practices being modeled and benefits and challenges in team taught classes. Strategies to support this instructional approach in teacher preparation programs are discussed.

The Evaluation and Fidelity of an Interdisciplinary Educational Programme

The aims of the present study were to evaluate the fidelity of the implementation of an interdisciplinary educational programme and to examine the differences between the teaching strategies and interpersonal teaching style used by teachers who apply an interdisciplinary educational programme and those teachers who use a conventional methodology. This is a quasi-experimental repeated measures research with a non-randomised Experimental Group (EG) and Control Group (CG). A total of 4 teachers, aged 27–52 years (M = 38.5), and 104 6th grade primary school students, aged 11–13 years (M = 11.59; SD = 0.60), participated. The intervention programme lasted 16 weeks in which the EG implemented a teaching methodology based on the incorporation of active breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, while the CG used a conventional methodology. The results show that the teachers who adhered to the educational programme significantly improved the implementation of strategies related to the TPSR + AB throughout the intervention, particularly when compared with the CG. In addition, the strategies used by the EG had a positive impact on the improvement of the students’ educational values and physical activity during the classes, as well as their perception of the transfer of autonomy. In conclusion, the present study evidences the compatibility and feasibility of combining the TPSR and AB in any educational matrix to improve teachers’ teaching strategies, students’ behavioural and motor responses, as well as the autonomy support style.

Education/Training Interventions to Improve Oral Health of Adults with Intellectual Disability.

People with intellectual disability have poorer oral health outcomes and experience greater difficulties accessing dental services than the rest of the community. Interdisciplinary educational programs for those involved in oral health decision making for people with intellectual disability aim to improve their oral health. This scoping review explored education/training interventions related to the oral health of adults with intellectual disability. Interventions targeted dental health and non-dental health professionals, adults with intellectual disability, and their paid and unpaid supporters. Six electronic databases were searched using PRISMA guidelines and the Crowes critical appraisal tool. The search strategy, plus the application of the inclusion and exclusion criteria, presented in the body of the manuscript, led to the selection of 20 papers for inclusion into this review. The quality of undergraduate tuition relating to disability was reported to be poor, but students and dental health professionals expressed interest in expanding their knowledge in this area. Disability-support workers and primary carers of people with intellectual disability reported improved knowledge and attitude, but the oral health status of the people they supported was not impacted. No research was found that explored the perspectives of non-dental health professionals. Oral health training/education contributes to systemic barriers in general health, wellbeing, and social inclusion of people with intellectual disability. Revision of disability-related programs in general dentistry courses and longitudinal impact research is needed.

Toward "Electrochemical/Materials Processing for Space Engineering" Symp

Several symposium have been hosted such as “Electrochemistry in Space”, 236th ECS Atlanta(2019) and “ISRU”, Call for Papers: ACS Earth and Space Chemistry for Special Issue: Materials of the Universe : the Final Chemical Frontier(2020). However, their scopes are rather shifted to space exploration concept, primarily led by the Space Agency. Those are not geared toward training graduate students for the future space engineering using basic science, especially Space Environmental Utilization Research is not intensively covered. It is our thought that the Electrochemical Society (ECS) shall organize such an interdisciplinary education & research program collaborating with TMS society (Light Metal and Materials Processing Divisions). The research subjects on Space Energy & Resources must be newly stimulated to make recognize and support the field of Electrochemical/Materials Processing, encompassing:[1] Basic Science with Drop Tower, Rocket & ISS(for example: Nucleation & Growth of Ice in Space, Gas Electrode Behavior)[2] Microgravity Research like Protein or Semiconductor Crystallization[3] Energy Conversion and Storage System for Space Engineering(Unitized Regenerative FC), LIB, Nuclear Battery)[4] Sensor System for Rover Eng. & X-ray Astrophysics[5] Life Supporting System including Desalination Technology and CO2 Reduction[6] ISRU, Materials Processing/Thermodynamic Measurement with ELF[7] Computational Chemistry/Interfacial Reaction Dynamics[8] Ion Transfer through Cell Membrane in Bio-physics[9] Global Environmental Observation System[10] Others

ОРГАНІЗАЦІЯ СТУДЕНТОЦЕНТРОВАНОГО НАВЧАННЯ ЯК СКЛАДНИК ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВИКЛАДАЧА ЗВО

The article analyzes European and national acts in the field of the European area of ​​higher education (Standards and recommendations for quality assurance in the European area of ​​higher education (2015), the Paris Communiqué (2018), Regulations on the accreditation of educational programs, according to which higher education students are trained in Ukraine (2019), EKTS User Guide (2015), etc.), as well as scientific literature on the issues of the article. Summarizing the results of the analysis made it possible to establish that, it was established that the implementation of student-centered education is a mandatory condition for ensuring and constantly improving the quality of higher education. It was found that the forms of implementation of student-centered education as the one that most fully takes into account the needs and interests of education seekers are the development and implementation of interdisciplinary educational programs, the combination of academic education and training at the workplace, education – with innovative activities, research. It was found that the basis of such training is mutual respect, as well as communication, dialogue between the student and the teacher, in which these main subjects of the educational process are equal. It was established that the organization of such training requires the use of appropriate methods and technologies of training and evaluation, in particular innovative ones. An analysis of the abilities and skills of a teacher of higher educational institutions, formalized in the relevant Professional Standard, allows us to state that a significant part of them is the ability to implement a student-centered approach in the educational process – during training, evaluation, organization of the scientific activity of students, namely: teachers of higher education have implement a cold-centered approach, developing educational and methodological support in a form that is optimal for perception and understanding by students, as well as take into account the requirements of this approach during training sessions and advising students taking into account their individual characteristics and educational needs, provide individual support, provide group and individual consultations on various issues, including construction of individual educational trajectory, conducting scientific/ creative activities; during evaluation, teachers must provide feedback to students, provide recommendations for improving their learning results; taking into account the needs, requests, and feedback of students during the revision and updating of the educational programs as the main stakeholders is important for the implementation of student-centered learning. As a result of the conducted research, a conclusion was formed: the ability to organize and implement student-centered learning is an integral component of the professional activity of a teacher of higher education, an invariant component of the corresponding general professional competence.

“ACTIVE VALUES”: An Interdisciplinary Educational Programme to Promote Healthy Lifestyles and Encourage Education in Values—A Rationale and Protocol Study

Numerous investigations show the need to intervene with school children and young students in order to mitigate socio-educational difficulties such as social conflict, and public health problems such as sedentary lifestyles and childhood obesity. This study seeks to explain the rationale and protocol of an educational programme called “ACTIVE VALUES” as an intervention strategy for the reduction of sedentary lifestyles and the promotion of education in values in schools. The present research used a mixed methods approach with a quasi-experimental design of repeated measures (pre-test and post-test), with a non-randomised control group (CG) and an experimental group (EG). The sample was composed of approximately 250 students and 30 teachers from different autonomous communities in Spain, divided into EG and CG. The EG implemented a teaching methodology based on the incorporation of Active Breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, during one academic year, while the CG used conventional teaching based on the direct instruction teaching technique. A specific two-stage professional development procedure was followed: (1) initial training and (2) continuing professional development (CPD). The fidelity of the programme was checked by observational analysis of the sessions which were analysed by two observers with expertise in educational research and active methodologies. Currently, “ACTIVE VALUES” is the first study that examines the effectiveness of an educational programme that integrates into the teaching methodology, elements that foster education in values and promote healthy lifestyle habits through physical-sports activity within the classroom.