This article explores the issue of integrating health-preserving technologies into an in-depth biology course for 9th-grade students. The term "health-preserving technologies" first appeared in the early 1990s and has been widely used since then. However, a unified scientific definition has yet to emerge, and a methodological framework remains undeveloped. The authors propose introducing more than just individual "health units" into the curriculum. They insist on deeply integrating health-preserving components directly into the content of each topic. Knowledge ceases to be an end in itself and begins to contribute to the development of specific behavioral habits. Using several sections of the human biology course—"Behavior," "Musculoskeletal System," "Circulatory and Lymphatic Systems," "Digestive System," and "Reproductive System"—as examples, it is demonstrated that theoretical material is transformed into practical strategies. In conclusion, the authors conclude that the study of anatomy, physiology, and hygiene can become an effective foundation for fostering a conscious need for a healthy lifestyle.
health-saving technologies, integrative approach, biology, healthy lifestyle development, education
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