DOI: 
http://dx.doi.org/10.15293/1813-4718.2605.05
UDC: 
373.5+61
Aizman Roman Idelevich
Доктор биологических наук, Doc. Sci (Biolog), Prof. Head of the Department of Anatomy, Physiology and Life Safety, Novosibirsk State Pedagogical University, aizman.roman@yandex.ru, Novosibirsk
Gerasev Alexey D
Доктор биологических наук, Professor, Department of Anatomy, Physiology, and Life Safety, Novosibirsk State Pedagogical University, ad-gerasev@yandex.ru, Novosibirsk

Educational Achievements and Life Competence: Seeking a Balance in Modern School Education

Abstract: 
ntroduction (Problem Statement). Modern schools primarily assess educational achievements and, increasingly, educational outcomes of upbringing; however, these indicators do not fully reflect graduates’ readiness for independent life. This highlights the relevance of life competence as an integral outcome of education. Objective. To discuss the relationship between students’ educational achievements, educational outcomes of upbringing, and life competence, and to substantiate the need for their balanced development. Literature Review. An analysis of pedagogical, psychological, physiological, and hygienic studies indicates that life competence encompasses not only knowledge and social attitudes but also health culture, adaptive capacity, communicative competence, stress resilience, self-regulation, the ability to make independent decisions, professional self-determination, and continuous self-development. Methodology and Methods. Interdisciplinary, systemic, and analytical approaches were applied. Scientific publications and regulatory documents in the fields of education, psychology, physiology, hygiene, and school medicine were theoretically analyzed and synthesized. Results and Discussion. Life competence is substantiated as an independent integral outcome of school education that complements educational achievements and educational outcomes of upbringing. The importance of age-related characteristics, physiological mechanisms of adaptation, health status, health culture, self-regulation, and informed professional self-determination is demonstrated. School medicine is considered one of the tools for supporting the development of students’ life competence. Conclusion. The effectiveness of modern schools should be assessed by considering the balance among three interrelated outcomes: educational achievements, educational outcomes of upbringing, and life competence. This approach orients education not only toward the acquisition of knowledge and values but also toward preparing graduates for independent, healthy, and socially successful lives.
Keywords: 
educational achievements; educational outcomes of upbringing; life competence; school education; health culture; adaptation; school medicine; professional self-determination; students’ health
References: 

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