PEDAGOGICAL SYSTEM FOR THE FORMATION OF VALEOLOGICAL CULTURE AND A HEALTHY LIFESTYLE IN STUDENTS OF HIGHER MEDICAL EDUCATION INSTITUTIONS

The pedagogical system for forming valeological culture and healthy lifestyle among students of higher medical education institutions represents a comprehensive educational framework aimed at developing future physicians who not only possess professional medical knowledge but also embody personal health responsibility and preventive thinking. Valeological culture encompasses the integrated knowledge, skills, values, and behaviors that enable individuals to maintain and strengthen their physical, mental, and social well-being through conscious lifestyle choices. In the context of higher medical education, where students face intense academic workloads, stress, irregular schedules, and limited physical activity, the formation of such culture is essential for preventing professional burnout, enhancing personal health indicators, and equipping graduates to promote healthy lifestyles among patients. This article analyzes theoretical foundations and pedagogical principles drawn from contemporary research, proposes an integrative pedagogical system incorporating cognitive, behavioral, practical, and digital components, and substantiates its effectiveness through literature synthesis and conceptual modeling. The system integrates valeology into core medical curricula, physical culture and sports disciplines, simulation-based training, and extracurricular activities, with continuous monitoring and self-assessment mechanisms. Key outcomes include improved valeological awareness, enhanced preventive competencies, and measurable positive shifts in students’ health behaviors. The proposed framework aligns with global health strategies emphasizing prevention and is adaptable to the specific conditions of higher medical education institutions in Uzbekistan and similar contexts. Implementation recommendations focus on faculty training, curriculum modernization, and interdepartmental collaboration to ensure sustainable results. This pedagogical approach not only addresses current deficiencies in student health culture but also contributes to the broader goal of cultivating a new generation of health-conscious medical professionals capable of advancing public health.