Health-saving educational technologies as a means of increasing students’ motivation to study biology

Bibliographic Data

ID22204871
AuthorsAigul Chaldanbaeva (Kyrgyz State National University), Afina Kalykeeva (Kyrgyz State National University, corresponding author), Aidai Bayseitova (Kyrgyz State Medical Academy), Nazgul Kazakova (Kyrgyz State National University), Mahabat Kochkorova (Kyrgyz-Russian Slavic University named after B.N. Yeltsin)
Year2026
Volume14
Pages103103
Publication date2026-12-01
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.103103
OpenAlexW7165399304
LanguageEN
References cited32

The aim of the study is to examine the influence of health-saving educational technologies on motivation to study biology among future biology teachers and to identify effective methods for integrating such technologies into the educational process. The methodology included document analysis and a descriptive-analytical review of secondary statistical data on the health status, morbidity, mortality, and life expectancy of the population of the Kyrgyz Republic, as well as a survey of 150 students from three universities (Kyrgyz National University named after Jusup Balasagyn, Kyrgyz State University named after I. Arabaev, and I.K. Akhunbaev Kyrgyz State Medical Academy). Data were processed using ANOVA and structural modelling to assess the impact of health-saving technologies on learning motivation. It was found that students gained the most knowledge in healthy nutrition (28.4%) and disease prevention (26.3%), followed by stress management (22.7%) and physical activity maintenance (19.6%), while 3% reported other knowledge. The most effective learning formats were practical assignments (26.8%), master classes and simulations (21.4%), video lectures and animations (20.9%), group work (18.2%), and traditional lectures (12.7%). Motivation to study biology increased significantly in 39.1% of students, partially in 41.7%, while 16.2% reported no change. Regarding knowledge application, 35.6% used it several times a week, 18.9% daily, and 33.8% rarely. The strongest contributors to understanding health importance were BMI and physiological analysis (22.5%), multimedia materials (20.8%), and group discussions (20.3%). Overall, 69.7% of respondents reported improved attitudes toward their own health after the course. The findings indicate that health-saving technologies enhance both professional readiness and motivation of future teachers to implement health-oriented approaches in school education

Educational technology · Emerging technologies · Expectancy theory · Life expectancy · Population · Statistical analysis · Human Health and Disease · Physical Education and Training Studies · School Health and Nursing Education

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