Pedagogical support for development of health-preserving competence of future specialists in a multicultural university environment: an interdisciplinary approach

Statement of the problem. In modern conditions, one of the key indicators of professional competence for specialists in the field of physical education is their readiness to preserve and strengthen health-both their own and that of their students. A well-developed health-preserving competence is demonstrated through a combination of knowledge, skills, abilities, and readiness aimed at maintaining and enhancing health. This competence serves as the foundation for the professional activities of specialists in physical education. Given the need for comprehensive preparation of future specialists for professional activities, it is essential to integrate pedagogical support into this process to ensure the development of this competence. The purpose of the article is theoretical understanding, historical analysis, development of pedagogical support and diagnostics of the development of health-saving competence of a specialist in a multicultural educational environment of a university. Methodology and Methods. The research methodology is based on a set of modern approaches: competencebased, system-activity, cultural and multicultural. The main research methods are presented by analyzing and summarizing historical documents, scientific research works of foreign and Russian scientists recognized by the scientific community. Research results. Health-preserving competence of specialists in the field of physical education is formed based on the integration of knowledge from philosophy, psychology, medicine, and pedagogy. Each of these disciplines contributes to understanding the development of this quality. An analysis of the historical evolution of health-preservation ideas from an interdisciplinary perspective was conducted. It was established that the concept of health-preserving competence emerged by the late 20th century and has since become a key component of professional training under the framework of new-generation educational standards. Based on the conducted analysis, the primary stages of pedagogical support for developing health-preserving competence in future specialists were identified: the motivational-value stage, the cognitive stage, the practical stage, and the reflectiveevaluative stage. The key components of this competence were determined: cognitive, activity-based, motivational, and reflective. A diagnostic system for assessing the development of health-preserving competence was developed. This system includes tests, assessments, situational tasks, observation of practical activities, surveys, and reflective evaluation. Evaluation is carried out based on clear criteria such as the quality of knowledge and skills, personal characteristics, and feedback from students.