The article analyzes two opposed views on determining the concept of a “lifestyle” and singles out essential part of the concept of the “cultural landscape”. Unique role of cultural landscapes in the prosess of forming a lifestyle of students of higher education is pointed out. As the leading methodological approaches to determining the level of students’ lifestyle in the cultural landscape, the article presents: coevolutionary subject-activity, transdisciplinary, integral, situational-integral, cultural-ecological and landscape-environmental methodological approaches. The article describes in detail an integrated diagnostic lifestyle map, as well as a map of a comprehensive assessment of projects, including tasks, solving criteria and performance indicators.

In the article, a person’s lifestyle in a cultural landscape is considered as a consequence of the implementation of a pedagogical model of the formation of a lifestyle. The purpose of the article is to theoretically substantiate, develop and test a pedagogical model that will shape the life style of students in the cultural landscape. The methodological basis of the study is coevolutionary subjective, activity, transdisciplinary, integral, situational, cultural, ecological, landscape, environmental approaches, as well as some principles that embody them. Educational modeling and design were key theoretical methods. The created pedagogical model combines target, content, procedural, technological, productive and evaluative components.