Problems of the of health-saving environment at the engineering university

The article deals with the issues of health-saving of students at Kazan State University of Architecture and Engineering. It identifies problems and possible ways to solve them in the health-saving environment of the university. To obtain information, a SWOT analysis of the organization of this environment was conducted, the degree of prevention, maintenance and preservation of students’ health at the technical university in the process of training future specialists in full-time training, as well as distance learning in the context of a pandemic was determined. «Problem Solving and Decision-Making» (PSDM) method was used, in the process of which possible solutions to the problems of the development of chronic fatigue and emotional burnout syndromes in architecture students in the course of full-time training and deterioration of the health of university students in the course of distance learning were identified. The method of psychological and pedagogical diagnostics was applied – testing in an online format, as a result of which the problems of health saving in the process of distance learning were identified. Methods of solving these problems were found (universal exercises were used in the conditions of limited home space).


Introduction
At present, future specialists are subject to high requirements for the level of proficiency in professional skills, knowledge, abilities, intellectual, personal, and physical development, which together are the main tasks of the modern education system [1]. As a result, in the preparation of a modern specialist, integrity becomes relevant, expressed in the following objective indicators: active performance (in any environmental conditions), socialization (professional and labor), high moral qualities, as well as awareness of the need to preserve health. An essential factor determining the state of health is the maintenance of optimal physical activity and health-saving throughout life [2]. Health-saving is an essential dynamic characteristic of the process of life activity of an individual, characterized by the presence of knowledge, skills and abilities necessary for the implementation of health-saving activities and determining the priorities of the individual in the educational society [3].
The national doctrine of education in the Russian Federation clearly defines that the state in education is obliged to establish as a priority and the highest social value the provision of comprehensive care for the health of school children and students. The education of young people should form a responsible attitude to their own health and others [4].
At the university, the process of forming a health-preserving environment is fulfilled on the basis of the interrelated practical activities of all participants in the educational process (management, teachers, students): The work of the administrative management of the university is focused on the following steps: a) organization of effective functioning of all subjects of the educational process; b) formation of extremely comfortable conditions for joint activities of teachers and students; c) implementation of control and correction of issues on health-saving work at the university. The work of scientific and teaching staff is focused on the adaptation and implementation of health-saving technologies in their subject of study.
In a health-saving educational environment, students' work is focused on preserving their own health, developing value orientations aimed at maintaining health-saving in the process of study.
The structure and essence of the health-saving educational environment of the university can be considered as a set of factors (material, pedagogical, psychological), functionally related, ordered components of the activities of its subjects, interacting with each other, in order to achieve certain results in health-saving at the university.

Materials and methods
The purpose of this study is to identify the factors of the formation of a health-saving environment of a technical university in the conditions of traditional (teacher-student contact in the classroom) and distance education to preserve the health of students.
Objectives of the study: to identify the level (strengths and weaknesses) of the formation of a health-saving environment of a technical university; to determine practical actions to solve the problems of organizing the educational process in full-time training and distance learning.
To achieve this goal, we used the following research methods: SWOT analysis of the organization of this environment, the PSDM method which presents psychological and pedagogical diagnostics-testing in online format.

Results
The main role in the organization of the educational process is played by a well-organized health-saving environment of the university. In the process of studying this environment, the following results were obtained using the following methods:

Swot -analysis
To determine the level of formation of the health-saving environment of the university in the 2018-2019 academic years, we used a universal, convenient method of strategic planning (SWOT analysis -determination of strong, weak directions of development, external threats) [5], and established the following results: -the university's strong health-saving direction -active use of health-saving technologies in the educational process: medical and hygienic technologies, measures to ensure the safety of life, health-saving educational technologies, organization of an environmentally safe external environment of the university, as well as active conduct of physical training and recreation activities (the university was awarded the following titles: 2015 «The most sports organization in the republican branch of education»; 2017 «The best university of the Republic of Tatarstan for the production of mass sports and recreation and sports work»; 2018 Winner of the All-Russian review-competition «For the best organization of sports and recreation work among educational organizations of higher education») [6].
-the weak side of health saving at the university is a consequence of the influence of external factors (external threats), and the aggravation of these problems during the training of students of the Institute of Architecture and Design (IAD) -a constant state of stress during the session and continuous design, which in turn causes deterioration in the state of health and development of chronic fatigue syndrome (CFS) -neurological disease manifests itself with psychoemotional stress in the process of multitasking, is expressed in constant fatigue that does not stop after a long rest. This fact is aggravated by provoking factors: unbalanced intellectual, emotional stress to the detriment of physical activity [7,8]. Against the background of physical and mental exhaustion, emotional burnout syndrome (EBS) can develop. The condition characterized by increasing emotional exhaustion, manifested in indifference to everything around, to dehumanization, to dissatisfaction with their studies, future profession, which in turn causes the development of various diseases caused by psychosomatics [9,10].

«Problem Solving & Decision Making» Method (PSDM)
To solve the existing and possibly future problems in the formation of a health-saving environment of the university in the context of a pandemic and distance learning, we used the PSDM method -«Problem Solving and Decision-Making», during which possible solutions to the problems were identified. The problems are as follows -the development of chronic fatigue syndromes and emotional burnout of architecture students during full-time training; -deterioration of the health of university students during distance learning.
To prevent the development of chronic fatigue syndrome and emotional burnout syndrome in architecture students in the course of full-time training, work began on collecting materials for a methodological guidance, which established methods and principles for using health-saving technologies in the educational process, as well as defined rules for a healthy lifestyle. To overcome the unbalanced academic load in the process of intellectual activity more gently, in the process of physical education at physical training classes, students of architecture were given to study complexes of health systems consisting of adapted mental fitness exercises to perform at the school site [11].
In the spring semester of the 2019-2020 academic years, against the backdrop of a global pandemic, we determined that another weakness in the university's health-preserving environment is the prevention of deterioration of health and the preservation of the health of students in the process of distance learning.
To prevent the spread of COVID-19 in Russian universities, the Ministry of Science and Higher Education of the Russian Federation has prescribed new rules for the organization of educational activities (order of 14.03.2020) -to introduce individual holidays for students, to conduct distance learning until the epidemiological situation improves [12]. In these conditions, the issue of organizing and conducting independent physical education classes for university students during self-isolation has become acute [13][14][15].
To overcome the health problems experienced by students of all Kazan State University of Architecture and Engineering institutes on distance learning in isolation, we applied the practice of overcoming chronic fatigue syndromes and emotional burnout for students of the Institute of Architecture and Design: -the methodological guidance previously prepared for students of architecture was supplemented, in which, in addition to the principles, rules, and methods of maintaining a healthy lifestyle during the educational process, exercises of various fitness programs for the development of endurance, strength, and flexibility in conditions of self-isolation and limited space were added to the complexes of mental fitness [16,17]; -in remote physical education classes, in order to overcome unbalanced intellectual, emotional, and physical activity, all students were trained in special sets of exercises from health-improving systems at the training place at the computer and in the conditions of a limited space of an apartment or house for more effective training of the entire muscular corset and relieving psychoemotional tension [18,19].

Discussion
The conducted research helped to determine strengths and weaknesses of the university's health-saving system using SWOT analysis (the development of chronic fatigue and burnout syndromes, not only among students of architecture in the learning process, but also among students of all Schools in the process of compulsory distance learning). Using the method of «Problem Solving and Decision-Making» (PSDM), possible solutions to these problems were established (we applied the practice of overcoming chronic fatigue syndrome and emotional burnout syndrome for students of all Schools in the process of distance learning). The conducted survey allowed us to establish positive statistics. The majority of full-time students consciously attend physical education classes to maintain physical fitness and to switch the type of activity from intellectual to physical, which in turn allows maintaining health (physical and mental) [20]. Due to the high workload at the technical university, many students do not participate in physical education events, and prefer to study. But at the same time they are actively engaged in sports on their own (at home, in the university's student sports club, fitness clubs, etc.). Also, this study revealed primary problems of students in the process of distance learning: the majority of respondents had health problems, increased psychoemotional stress on the background of inactivity, many students did not want to engage in physical education remotely on a permanent basis, preferred to use distance learning only in conditions of acute need [21].

Conclusion
It can be concluded that, after the experience of distance learning in isolation, the training of students will no longer be the same. That's why for the formation of a health-saving environment at the university, the following steps must be taken: -To ensure the safety of the process of traditional training and distance learningcompliance with the work and rest regime, limiting the periods of work at a personal computer, the use of a competent schedule and distribution of educational material in the course of classes; -Use online technologies as a means of health saving during quarantine (pandemic), in isolation (separation of teachers and students' teams allows to prevent the possibility of infection spreading, ensuring safety and health preservation); -Apply distance learning methods as a means of inclusive education -the opportunity to receive full educational services for students with temporary health disorders (seasonal diseases, various injuries, pregnancy, as well as students belonging to low-mobility groups of the population); -Pay special attention to the study of health-saving technologies in the process of distance learning at advanced training courses for scientific and pedagogical workers; -Combine models of the educational process, in which the traditional interaction of students and teachers, practical, scientific and social activities will be combined with the use of online courses, as well as with simultaneous learning in a distance format.