REVIEW OF 2025 TRENDS ON THE TOPIC «FORMATION OF HEALTH-PRESERVING COMPETENCE IN FUTURE TEACHERS» INTERNATIONAL EXPERIENCE

The article provides a comprehensive analysis of contemporary international approaches to the formation of health-preserving competence in future teachers within the framework of the development of the health-promoting education concept and ongoing global educational transformations. The relevance of the study is determined by the increasing psycho-emotional workload placed on teachers, the digitalization of the educational process, and the growing role of higher education institutions in ensuring the well-being of participants in the educational environment. In the current international educational discourse, health and well-being are increasingly regarded not as auxiliary components but as system-forming factors of pedagogical education quality and teachers’ professional sustainability, which necessitates a reconsideration of the content and structure of teacher education. The aim of the article is to identify the conceptual foundations and leading trends in the formation of health-preserving competence in future teachers within international systems of pedagogical education, as well as to substantiate the possibilities for their systematic interpretation in the context of contemporary educational challenges. The methodological framework of the study is based on the analysis and synthesis of international scientific sources, comparative analysis, and the generalization of findings from review and empirical studies in the field of health-promoting education. The results of the study identify the key global trends of 2025, including an increased focus on mental health and psycho-emotional well-being, the development of self-regulation, resilience, and professional self-care skills among teachers, the integration of physical activity and healthy lifestyles into the educational process, and the active implementation of digital and innovative approaches to health-preserving education. Based on the synthesis of international experience, the article proposes an authorial model for the formation of health-preserving competence in future teachers, which integrates cognitive, value-motivational, and activity-based components and is aimed at embedding health-preserving approaches into the content and organization of pedagogical education.