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Exposure to water-pipe smoking, whether flavored or unflavored, has been shown to instigate inflammation and oxidative stress in BALB/c mice. This consequently results in alterations in the expression of inflammatory markers and antioxidant genes. This study aimed to scrutinize the impact of Epigallocatechin gallate (EGCG)—a key active component of green tea—on inflammation and oxidative stress in BALB/c mice exposed to water-pipe smoke. The experimental setup included a control group, a flavored water-pipe smoke (FWP) group, an unflavored water-pipe smoke (UFWP) group, and EGCG-treated flavored and unflavored groups (FWP + EGCG and UFWP + EGCG). Expression levels of IL-6, IL1B, TNF-α, CAT, GPXI, MT−I, MT−II, SOD−I, SOD−II, and SOD-III were evaluated in lung, liver, and kidney tissues. Histopathological changes were also assessed. The findings revealed that the EGCG-treated groups manifested a significant decline in the expression of inflammatory markers and antioxidant genes compared to the FWP and UFWP groups. This insinuates that EGCG holds the capacity to alleviate the damaging effects of water-pipe smoke-induced inflammation and oxidative stress. Moreover, enhancements in histopathological features were observed in the EGCG-treated groups, signifying a protective effect against tissue damage induced by water-pipe smoking. These results underscore the potential of EGCG as a protective agent against the adverse effects of water-pipe smoking. By curbing inflammation and oxidative stress, EGCG may aid in the prevention or mitigation of smoking-associated diseases.

Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of ‘self-organisation’ and ‘self-education’ are analysed. The essence of the scientific categories ‘self-learning’ and ‘self-organisation in education’ is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student’s personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise their educational activities as well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic.