The Use of Resource-Oriented Teaching Methods in the Conditions of a Health-Preserving Educational Environment

Background: Modern higher education institutions face increasing demands for educational reform while maintaining student health and wellbeing. Resource-based learning (RBL) represents a promising approach, yet its implementation within health-preserving educational environments requires systematic investigation. Methods: This experimental study involved 493 undergraduate students from the National University "Yury Kondratyuk Poltava Polytechnic" during the 2023-2024 academic year. Participants were randomly assigned to experimental (n=240) or control (n=253) groups. The experimental group received RBL implementation within a health-preserving educational environment, while the control group followed traditional educational methods. Effectiveness was measured using validated assessment tools and analyzed through comprehensive statistical methods including ANOVA, t-tests, and effect size calculations. Results: The experimental group demonstrated significant improvements across all performance metrics. Very high performance levels increased by 6.25% (p < .001, d = 0.84), while very low performance categories were completely eliminated. The experimental group achieved 58.75% average performance compared to 49.01% in the control group (F(1,491) = 42.67, p < .001, η² = 0.34). Mobile learning implementation showed particularly strong effects with high reliability coefficients (Cronbach's α = 0.91). Conclusions: RBL implementation within a health-preserving educational environment significantly enhances educational effectiveness while maintaining student wellbeing. The approach demonstrates both statistical significance and practical importance, offering a validated model for technology-enhanced learning in higher education.