THE COMPETENCY AND ROLE OF UNIVERSITY TEACHERS IN SHAPING HEALTH-ORIENTED THINKING AMONG STUDENTS

Abstract

This article explores the fundamental role and professional competencies of university teachers in developing health-oriented thinking among students. In the context of growing health challenges faced by youth, such as stress, sedentary lifestyles, and mental health issues, the formation of a conscious, responsible attitude toward health is becoming a core objective of modern higher education. The study emphasizes that teachers are not only transmitters of knowledge but also key figures in modeling healthy behavior, designing inclusive and engaging learning environments, and guiding students toward reflective, socially responsible lifestyles. The article examines various aspects of pedagogical competence required for this role, including emotional intelligence, interdisciplinary integration, technological fluency, and cultural responsiveness. It also highlights the importance of collaboration between educators, health professionals, and institutions in creating a sustainable health-promoting academic ecosystem.