Abstract:

The article explores current trends in teaching human anatomy to students of natural science specialties within the context of ongoing transformations in higher education. It provides a systematic examination of methodological approaches that reconcile classical morphological instruction with emerging digital and pedagogical innovations. Particular emphasis is placed on the incorporation of three-dimensional visualization, interactive learning environments, and technology-enhanced instructional tools that facilitate deeper structural and functional understanding of the human body.

The study conceptualizes anatomy education as a competency-oriented process that extends beyond factual knowledge acquisition toward the development of spatial cognition, analytical thinking, and the proficient use of professional terminology. Attention is devoted to instructional designs that promote integration between theoretical foundations and practical application, thereby supporting durable knowledge retention and transferable academic skills. The pedagogical value of active learning strategies – including problem-based tasks, case-oriented analysis, guided independent work, and collaborative learning formats – is critically evaluated in relation to student engagement and cognitive performance.

The findings indicate that the systematic alignment of traditional anatomical content with digital visualization technologies and structured pedagogical frameworks significantly enhances educational outcomes for natural science students. Such integration contributes to improved comprehension of complex morphological relationships and fosters academic autonomy. The article substantiates the relevance of interdisciplinary, learner-centered models in contemporary anatomy education and underscores the necessity of continuous methodological modernization. These conclusions expand the scholarly discourse on innovation in science education and highlight anatomy teaching as a dynamic field shaped by technological advancement, pedagogical research, and evolving professional competency requirements.

Keywords: human anatomy, natural sciences, digital technologies, methodological adaptations, teaching.

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