Methodology for physical education students in pedagogical university in times of war: the systematic review

Background and purpose It seems that nowadays civilized countries and, accordingly, people, should solve all problems through negotiations, not wars. However, wars still periodically break out in different parts of our planet. Now. For example, there is a war between Russia and Ukraine. The purpose of this research is to explore effective pedagogical methodologies for physical education students at a university during wartime, addressing the critical issue of adapting curriculum and teaching practices to promote resilience, physical well-being, and mental health in the face of conflict, requiring qualitative data from interviews and surveys with educators and students, as well as quantitative data on student engagement and performance outcomes. Material and methods To compile this systematic review, we used the PRISMA recommendations. We conducted an analysis of the leading scientific databases: Scopus, Web of Science, PubMed, Google academia. We searched for the keywords: physical education, pedagogy, war, students, training. From 178 sources found, we selected 22 literary sources using the inclusion and exclusion criteria. Results Key findings indicate that fostering a safe and learning supportive environment and incorporating trauma-informed practices improve student outcomes and well-being significantly. The significance of these findings lies not only in their potential to inform educators and policymakers about effective teaching methods during crises but also in their implications for larger healthcare contexts. Conclusions This research highlights the vital role that physical education can play in promoting holistic health and resilience among students during challenging times, ultimately contributing to the broader discourse on healthcare education. The potential impact of these findings extends to reshaping pedagogical approaches in various educational settings affected by conflict, suggesting that well-structured physical education programs can serve as critical components in safeguarding and enhancing students’ overall health and well-being during and after crises.