THE ROLE OF INFORMATION SUPPLY TECHNOLOGIES IN THE DEVELOPMENT OF HEALTH COMPETENCE OF HIGHER EDUCATION EDUCATORS

Аннотация

This article explores the significance of information supply technologies in developing the health competence of higher education educators. The increasing use of digital technologies in education offers new opportunities for promoting physical, psychological, and emotional well-being among educators. The study examines the impact of information resources, digital platforms, and online training on teachers’ ability to manage stress, maintain a healthy lifestyle, and improve professional efficiency. The research findings suggest that the integration of health-focused digital tools in higher education institutions enhances educators’ well-being and overall teaching effectiveness. Keywords: higher education, educators, health competence, information supply technologies, digital platforms, stress management, professional well-being. Introduction. In modern higher education, the effectiveness of educators is determined not only by their professional expertise but also by their overall well-being. Health competence, which includes physical, psychological, and emotional stability, plays a crucial role in maintaining high teaching performance. However, academic professionals frequently face occupational stress, workload pressure, and mental exhaustion, which can negatively impact theirhealth and productivity. The integration of information supply technologies (ISTs) offers new ways to support the well-being of educators by providing access to health-related information, online training, and digital wellness tools. These technologies help educators adopt healthier lifestyles, manage stress effectively, and enhance their psychological resilience. This paper examines the role of ISTs in developing educators’ health competence and provides recommendations fortheireffective implementation inhigher education institutions. ISTs encompass a wide range of digital solutions, including: provide knowledge on maintaining physical and mental well-being, E-learning platforms and webinars – specialized courses on stress management, healthy lifestyle habits, and work-life balance, mobile health applications – apps for monitoring physical activity, mental health tracking, andproviding personalized wellness recommendations. These resources enable educators to access reliable information and self-management tools thatimprove theiroverallhealth and job performance. For ISTs to be effective in enhancing educators’ health competence, the following conditions must be met: institutional support – universities must integrate health-related digital resources into their professional development programs, user-friendly digital platforms – health-related ISTs should be accessible and easy to navigate for educators, personalized content – educators should receive tailored recommendations and resources 98,7:ROTCAFTCAPMI.SECNEICSLACIDEM ,5202 ,hcraM,5emuloV gro.srehsilbupcimedaca.www based on their specific health needs, continuous updates – digital platforms should provide thelatest research and practical advice onhealth andwellness. A study was conducted among 150 educators in higher education institutions to assess the impact of ISTs on their health competence. The key findings include: 68% of respondents reported increased awareness of stress management strategies after using online health resources, 62% of educators began using mobile health applications to track physical activity and mental well-being, 55% of respondents participated in online wellness training, leading to improved work-life balance. These findings indicate that ISTs contribute significantly to developing health competence andimproving educators’well-being. Research methods. To examine the role of information supply technologies (ISTs) in developing the health competence of higher education educators, a combination of quantitative and qualitative research methods was used. The following techniques were applied: A structured questionnaire was distributed to 150 educators from various higher education institutions. The survey aimed to assess: their awareness and usage of ISTs for health and wellness, the perceived impact of digital health tools on stress management and work-lifebalance, barriers to adopting ISTs in daily professional activities. Responses were analyzed using descriptive statistics (percentages, mean values) and correlation analysis to determinerelationships between IST usage and health outcomes. Interviews and Focus Groups. 10 in-depth interviews were conducted with university educators to gain insights into their experiences using ISTs for health management. Two focus group discussions (8 participants per group) were organized to explore educators’ perspectives on the effectiveness of online wellness programs, mobile health applications, anddigital learning resources. A pilot intervention program was implemented in collaboration with a university wellness center. Participants were provided access to: online stress management training, a mobile health tracking