FORMING A HEALTHY LIFESTYLE AMONG STUDENTS IN THE MODERN WORLD

The relevance of promoting a healthy lifestyle (HLS) among university students in Ukraine is determined by the critical state of the physical education system in higher education institutions. Analysis of the current state of the physical education system has shown that the leadership of many higher education institutions disregards the provisions of the Ministry of Education and Science Order No. 4 (2006) and the Law of Ukraine «On Physical Education and Sport». This has led to a significant reduction in mandatory classroom hours for physical education or their complete replacement with independent student work. Such practices contribute to the development of a negative attitude toward physical activity and diminish the perceived importance of maintaining a healthy lifestyle among young people, which can have long-term consequences for their physical, mental, and social well-being. The purpose of this study is to theoretically substantiate the effectiveness of organizational and methodological principles in promoting a healthy lifestyle among students of higher education institutions through physical education worldwide. Research methods include the analysis of scientific and methodological literature (pedagogical, psychological, medical-biological, and social) on the problem of forming a healthy lifestyle among students of higher education institutions; systematization and generalization of scientific approaches to the organization of physical education in different countries of the world; comparative pedagogical analysis of organizational and methodological principles of physical education and health-preserving technologies in global educational practice. An analysis of international experiences, including those of the United States, Germany, Scandinavian countries, China, and the European Union, indicates that leading educational systems integrate physical activity as an essential component of the academic process. In these systems, physical education combines theoretical knowledge with practical training and covers various sports and health-oriented activities. Students participate in structured programs that promote not only physical development but also psychological resilience, social interaction, and overall life skills. For instance, in the United States, structured sports programs are implemented through national associations and regional councils, while in Scandinavia, concepts such as Friluftsliv encourage outdoor physical activity and foster a lifelong habit of healthy living. Similarly, in Germany, universities prioritize practical training under professional supervision, emphasizing regular physical activity and the development of sport-specific skills. The implementation of comprehensive physical education programs in Ukraine, informed by international best practices, has the potential to enhance the effectiveness of HLS promotion among university students. These programs should integrate interdisciplinary approaches, involve qualified instructors, and ensure that physical activity is a mandatory and structured part of the curriculum. Moreover, the development of supportive policies, strategic information systems, sustainable resources, and intersectoral collaboration, as recommended by the World Health Organization’s «5S» approach, can create an enabling environment for youth health promotion. By fostering positive attitudes toward physical activity and providing regular opportunities for engagement, higher education institutions can contribute to the formation of a healthy, motivated, and socially active generation. Integrating international experience into Ukraine’s higher education system can improve the organization and quality of physical education, encourage the adoption of healthy lifestyle behaviours among students, and strengthen the overall human capital of the country. Ensuring the systematic implementation of physical education as a fundamental component of student life is essential not only for individual health and well-being but also for societal development, resilience, and productivity, representing a strategic investment in the future of Ukrainian youth and the nation as a whole. Conclusions. The analysis has shown that the system of physical education in higher education institutions of Ukraine is in a state of systemic crisis caused by the non-compliance with current legal and regulatory frameworks, which leads to a reduction in compulsory physical education classes, the formation of negative attitudes toward physical activity among students, and contrasts with global educational practices where physical education is an essential component of human capital development.