This article explores the theoretical and methodological foundations of cultivating a healthy worldview among university students within the framework of general pedagogy courses. It conceptualizes “healthy worldview” not merely as a personal orientation toward well-being but as an integrative philosophical and pedagogical construct that unites moral reasoning, socio-emotional stability, cognitive adaptability, and ethical awareness. Drawing from contemporary pedagogical research and cross-disciplinary perspectives, the paper argues that general pedagogy—through its reflective, axiological, and dialogical dimensions—serves as a crucial platform for shaping students’ value-based self-awareness.  

Healthy worldview, general pedagogy, moral education

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