Abstract
In the context of modern education, the development of future teachers' capacity to implement health-saving practices is becoming increasingly important. This relevance arises from the growing need to preserve and strengthen students’ health and to foster a culture of health as part of general pedagogical competence. This study aims to analyze the content of natural science educational programs at pedagogical universities (specifically in Biology, Chemistry, and Geography) regarding their role in forming students’ health-saving competence. The study set the following objectives: to theoretically substantiate the concept and structure of health-saving competence; to identify the potential of these disciplines in promoting a health-saving approach; to analyze how students and teachers perceive their importance; and to propose improvements to educational programs. The methods included theoretical and content analysis of programs, along with empirical methods such as surveys of students and teachers. Findings reveal that natural science disciplines hold significant potential to foster value-based and health-oriented competences. Survey results show students’ interest in deeper integration of health-saving components and confirm faculty’s readiness for systematic instruction in this area. The analysis highlights the need to include dedicated sections in both basic and specialized courses, enhance the practical focus of instruction, strengthen interdisciplinary connections, and improve teacher training. The scientific significance of the study lies in clarifying the content and structure of health-saving competence in teacher education, while its practical value lies in developing recommendations to enhance educational programs and ensure a health-oriented focus in professional training.