SOCIAL PARTNERSHIP INTERACTION AS A FACTOR IN SUPPORTING STUDENTS’ PHYSICAL SELF-EDUCATION

Abstract

In conditions of rapid social transformations and increasing demands on the physical and mental health of youth, student physical self-education becomes particularly relevant. This study examines the role of social-partnership interaction as an integrative mechanism for supporting students’ physical self-education at higher education institutions. We analyze existing initiatives and identify systemic limitations: fragmented efforts, lack of coordinated strategies, inadequate resource support, and insufficient motivational and organizational accompaniment. Based on the literature review and theoretical analysis, the authors propose a comprehensive model of social-partnership interaction that includes key stakeholders (higher education institutions, educators/trainers, student communities, sports organizations, local authorities, medical and psychological services, and digital platforms), interaction channels (onsite and online), forms of cooperation (projects, clubs, events), and support mechanisms (mentoring, feedback, motivation, monitoring). Implementation of this model aims to foster regular physical activity, healthy habits, self-discipline, and social engagement among students. The study concludes that only a systemic, resource-supported, and well-coordinated partnership framework can ensure sustainable physical self-education and contribute to improved health and social well-being of student youth.