ТЕОРЕТИЧНІ ДОСЛІДЖЕННЯ І ПРАКТИКА ВПРОВАДЖЕННЯ СИСТЕМНОГО ПІДХОДУ У ФОРМУВАННІ ПРОФЕСІЙНОЇ НАДІЙНОСТІ МАЙБУТНІХ ОФІЦЕРІВ У ЗБРОЙНИХ СИЛАХ УКРАЇНИ

У статті автор досліджує вивчення особливостей запровадженої ЄКТС навчання у вищому військовому навчальному закладі та психологічний аналіз сприйняття цієї системи курсантами-прикордонниками під час вивчення іноземної мови. Досвід і практика викладання у НАДПСУ засвідчують на сьогоднішньому етапі професійної підготовки майбутніх військових спеціалістів існує необхідність розвитку рівня пізнавальної активності, яка реалізується взаємодією усіх пізнавальних процесів особистості у процесі формування їх професійної іншомовної комунікативної компетентності в рамках системи ЄКТС, де певна кількість навчального і дослідницького матеріалу повинна опановуватись під час самостійної та індивідуальної роботи. Належний рівень розвитку пізнавальної активності курсантів-прикордонників сприятиме оптимальному формуванню професійних компетентностей загалом. Аналіз результатів анкетування курсантів-прикордонників дав змогу встановити необхідність у підвищенні їх пізнавальної сфери та впровадження нових підходів щодо іншомовної професійної підготовки персоналу в умовах кредитно-модульної системи організації навчального процесу у вищому військовому закладі освіти. Ефективне застосування Європейської кредитної трансферно-накопичувальної системи (ЄКТС) в організації освітнього процесу ВВЗО сприяє забезпеченню якості вищої освіти, інтеграції національної системи вищої освіти в європейське та світове освітнє співтовариство.

The study aimed to reveal modern methods of training reserve officers for air defence of the Army. The study analysed the current state of teaching tactical disciplines to students enrolled in the reserve officer training programme and the existing problems in the context of military education. The requirements for professional qualities, knowledge and skills of military personnel were described. The essence and importance of tactical disciplines are revealed. A study was conducted among 95 students of Ivan Kozhedub Kharkiv National Air Force University and the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, which demonstrated the lack of innovative technologies in the educational process, as well as the need to develop practical skills of future military personnel using modern approaches. The study identified problems that students face during the educational process, in particular: fear of making mistakes (45% of respondents), lack of confidence in their knowledge and abilities (40% of respondents), and lack of practical skills (35% of respondents). The results of the study necessitated the development of new approaches to the training of military specialists and the improvement of existing curricula. The study proposed innovative methods of teaching tactical disciplines and provided recommendations for their introduction into the educational process. Among the proposed methods are: the creation of a simulation environment using augmented and virtual reality, air defence simulators, the use of artificial intelligence, and the creation of special training laboratories. The study suggested improving the skills of teachers to work more effectively with innovative technologies, regularly monitoring the effectiveness of innovations, and exchanging experience with international partners. The results obtained will improve the training of future military specialists, which may affect the effectiveness of countering armed aggression against Ukraine

Problem setting. Today new generation of future military professionals must be prepared for professional activity and life in the ever-changing conditions of military affairs. Military activity is a specific type of activity. Therefore, higher military education should become school of high culture of thinking of future military specialists. The formation of a logical culture of the future military specialist and a holistic personality is inconceivable without the formation of professional thinking. One of the main shortcomings in the training of cadets is the problem of solving new technical problems.
 Recent research and publications analysis. On the basis of theoretical analysis of scientific sources and expert assessment of the significance of components of the creative activity of military specialists professional thinking, the criteria for the development of each component and their indicators have been defined. This problem is considered by Zavalishin, Teplov, Yagupov, technical thinking (Kudryavtsev, Kulyutkin, Reshetnikov) and othes.
 Paper objective. In the research the theoretical basis and experimental study of peculiarities of the development of the logical component of future military specialists’ professional thinking in the process of professional training in a higher education institution have been carried out.
 Paper main body. On the basis of theoretical analysis it has been determined that logical thinking is an important component of the professional skill of a specialist, which ensures the successful accomplishment of professional tasks, the adoption of optimal solutions in a certain area of activity, and it is the embodiment of the professional competences of the individual and the condition for his or her professional development. The paper deals with the problem of logical thinking as an important component of training military specialists in psychological and pedagogical sciences. The analysis of thinking as a psychological cognitive process, in scientific works of foreign and native scientists, considering the regularities of the human psyche functioning in extreme situations, has carried out, in order to improve the moral and psychological support of the personnel. The model of future military specialists training for the development of primary school pupils‘ logical skills has been developed and tried out. It includes such units as: purposeful (social control, aim, tasks); methodological (approaches, principles, interaction subjects); content and activity (content, forms, means, methods, technologies); assessment and resultative (criteria, rates, levels, result). Forms, methods and means of educational process according to the future military specialists training for the development of cadets logical skills have been improved. This notion has historical character and complex structure: levels of formal logic and dialectics. The pedagogical ways of formation of culture of thinking of students are also given. The transition in the educational dialogue from oral to written, from the external to the internal dialogue, and vice versa, ensures the development of thinking interlocutors in the process of solving educational problems. Educational dialogue is not only an exchange of remarks between its participants, but it is their social interaction, communication, which activates their mental, emotional, sensuous activity. The characteristics of professional thinking of the organizers of future military specialists, which need to be developed to achieve professionalism in the professional military activity, have been considered.
 Conclusions of the research. Practical meaning of the obtained results lies in the development and implementation into the educational process of establishments of higher education the diagnostics methodology of the future teachers‘ readiness levels for the formation of military specialists logical skills. The number of academic hours has been increased to study the methodology of solving tasks in logic. The characteristics of professional thinking of the cadet, which need to be developed to achieve professionalism in the professional military activity, have been considered.

The article is devoted to the theoretical substantiation of contextual methodology of formation of diagnostic competence of future officers – specialists of physical training and sports in higher military educational institutions. Scientific approaches of foreign and domestic scientists to the concept of “methodology” are analyzed and generalized and the author’s definition of the concept “methodology of forming diagnostic competence of future officers – specialists of physical training and sports in the process of professional and pedagogical training” is proposed. Research methods: theoretical analysis of scientific literature; generalization and interpretation of the obtained theoretical and empirical data; design of contextual methodology of diagnostic competence formation. It contains the leading idea or principle, goals, objectives, stages, content, methods, methodological techniques and means of its formation in the process of professional-pedagogical education. The importance of introducing the special course “Diagnostic competence of future officers – specialists in physical training and sports and its formation in higher military educational institutions” is revealed and substantiated. It synthesizes, systematizes and concretizes the content of all their professional-pedagogical competence on the implementation of their diagnostic function in their future position in the troops. The content of the special course includes the following topics: Topic 1. Future officer – specialist of physical training and sport: concept, content and structure as a subject of educational activity in higher military educational institutions. Theme 2. Diagnostic activity of an officer – specialist of physical training and sport as a subject of military-professional activity in higher military educational institutions. Topic 3: Diagnostic competence of officers – specialists of physical training and sport as a component of military- -professional competence in military units. Theme 4. Methodology of formation of diagnostic competence of future officers – specialists in physical training and sports as subjects of diagnostic activity in higher military educational institutions. The following stages of method realization are defined: diagnostic-motivational; cognitive-activational; evaluative- resultant.

The article deals with the results of the research concerning professional value orientations of future military management specialists in the Armed Forces of Ukraine. It is explained that formation of these orientations is the challenging issue for cadets and for professional pedagogy. It is proved by the analysis results of officers’ professional training in the Armed Forces of Ukraine which is described being rather contradictive. The results of scientific literature survey suggest that this problem is not reasonably studied in research works. Only some aspects of this problem are depicted in publications. It is found out that scientists use various approaches and indicators for separating value orientations which are supposed to be professional ones. Depending on professional activity content, the list of value orientations can differ as well. Therefore, 149 responders (officers of the Armed Forces of Ukraine and scientific-pedagogical workers in military institutions of higher education) have been interviewed by empirical approach aimed on selecting and separating the professional value orientations of future military management specialists of the Armed Forces of Ukraine. With the help of competent judges it became possible to form the list of future military management specialists’ professional value orientations, which is important in the value-based motivation sphere of a personality of future military management specialists of the Armed Forces of Ukraine.

High requirements for the training of military specialists include improving the quality of language education for students of higher military educational institutions, which can be done by reforming inefficient methods of teaching a foreign language. Moreover, when updating and improving existing methods, as well as during the development of new technologies for teaching foreign languages, it is necessary to take into account the specifics of the educational institution, the secrecy and isolation of the military organization. Taking into account these features, as well as the impact of the global pandemic factor, modern methods of teaching a foreign language in higher military educational institutions should be aimed at developing professional competence and developing a diverse personality capable of expressing their views in direct contact and during distance learning. Distance learning, as the newest form of didactic practice, has become an important test not only for teachers, administration,but also for students. In the article the authors identify the main problemsof effective support of the educational process in higher military educationalinstitutions, as well as a historical analysis of the development ofmethods of teaching foreign languages to defense specialists with furtherevaluation of the effectiveness of these methods for training military specialists.The results of the study allowed to determine the peculiarities of the application of each of the methodological approaches, as well as to form the main problems of effective implementation of these methods in the system of teaching a foreign language in the military sphere.

Modeling in the context of the announced research involves not only the definition of the ways of theoretically substantiated pedagogical conditions for the use of trainings in the process of education of future international economic relations specialists, but also the development of the author’s structural and functional model of this process. The aim of the article is to justify the author’s structural and functional model for implementing the pedagogical conditions for the professional training of future specialists in international economic relations by trainings. According to the research goal, the task is set out: to define successive stages of model construction and modeling functions; to substantiate the interrelated components of the author’s structural and functional model for the implementation of the pedagogical conditions for the professional training of future international economic relations specialists by means of trainings. To realize the goal, the following methods are used: the study, analysis and generalization of philosophical, psychological and pedagogical literature, normative legal and statutory domestic and international documents – to clarify the concept and terminology apparatus, the implementation of a definitive analysis of the categories «model», «modeling», «pedagogical modeling», specification of didactic functions of pedagogical modeling; designing and modeling – for developing a structural and functional model for implementing the pedagogical conditions for the professional training of future international economic relations specialists through training sessions. The simulation of the process of the complex of pedagogical conditions for the training of future international economic relations specialists by means of trainings realization took place with consideration of the following factors: activity-practical, active approach to the creation of a predictable model; the need for fundamentalization and integration of knowledge and skills of students; the interdependence of structural parts of the model in the design of an interactive, practically oriented process of professional training; forecasting of standard requirements for students to show samples of professional competence as a result of training in higher education institutions. Therefore, the model can be viewed as a way of demonstrating the results of the study, combining them into a coherent picture. The result of the simulation is a structurally functional model developed, in which the interconnection of the following main units is shown: the target; theoretical; praxis-activity; analytical; effective. The author’s model combines structural, procedural and effective aspects of the training of future international economic relations specialists by means of training sessions.

Ukraine's tendency to achieve compatibility with the standards of NATO member states, in particular as a result of Russian aggression against Ukraine, raises the issue of developing the diagnostic competence of foreign language teachers in higher military educational institutions. After all, the ability of foreign language teachers in higher military educational institutions to effectively assess the levels of foreign language communicative competence of military personnel allows them to respond promptly to problematic issues in their language training and change training strategies following the needs of the Armed Forces. Therefore, the study aims to reveal the essence of the methodology of adaptive development of foreign language teachers' diagnostic competence in the system of postgraduate education. To achieve this goal, several theoretical (analysis, synthesis, systematisation of scientific psychological, pedagogical, methodological literature) and empirical (observation, comparison, description) methods were used. Adaptive learning technologies are proposed, which allow studying the educational material with the help of adaptive algorithms for each student, according to knowledge, skills, and personal learning needs, i.e., through the adaptive presentation of the educational material of the author's remote special course. The stages of implementation of the author's methodology for adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions are highlighted. The specifics of the methodology of adaptive development of diagnostic competence of foreign language teachers are revealed, considering their diagnostic activities in the system of military education. The authors' developed methodology for the adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions contributes to the actualisation, systematisation and deepening of their theoretical diagnostic knowledge, and improvement of practical diagnostic skills and abilities that form the basis for the development of their diagnostic competence. The practical significance of the study lies in the possibility of applying its results to improve the qualifications of foreign language teachers at higher military educational institutions

The article highlights various aspects of the use of information and communication technologies in the training of future higher education specialists. Information technologies, as one of the components of a holistic system of education, not only open up opportunities for the variability of educational activity, its individualization and differentiation, but also allow to organize the interaction of all subjects of education in a new way. One of the main tasks of modern general education is the formation of information competence: mastery of information technologies, understanding of their application, weaknesses and strengths, the ability to critically evaluate information distributed by various means and advertising. Thus, the inclusion of new technologies in the educational process has become a socially determined necessity. The transition to the information society requires the education system to solve a fundamentally new problem of training people who are adapted to the rapidly changing realities of the surrounding reality, capable not only of perceiving, storing and reproducing information, but also of producing new information, managing information flows and processing them effectively. The integrity of activities related to the use of information and communication technologies presupposes the inseparable unity of education and training. Since the basis of professional training is methodological knowledge, as well as practical skills of a normative and creative nature, which are the property of the future specialist and determine his individuality, the structure of professional training for the use of information and communication technologies can be represented by three components: cognitive, personal and activity components.

Introduction The modern conditions of existence of armies are characterized by a high level of requirements for professional knowledge and skills on the one hand and aging of knowledge in the conditions of rapid changes of the world on the other. Therefore, the educational process must be continuous and territorially distributed. These conditions (time requirements) can be fulfilled only with the use of modern information technologies, which should be applied in the educational activities of higher military educational institutions. The article analyzes the current experience of using information systems in military education and outlines the main problematic issues that need to be addressed.Purpose The purpose of the article is to determine the directions of use of modern technologies in information support of the military education system.Methods the system of general scientific and special methods of theoretical and empirical research, namely theoretical and methodological analysis of the problem, analysis of scientific literature on the problem of research, systematization and generalization of scientific information concerning the nature and content of certain tasks, monitoring of existing systems were used to solve the set research problems. training of military specialists in the Russian Armed Forces, scientific generalization, general scientific methods of logical and comparative analysis, systematic approach, expert zinc, analysis and interpretation of theoretical and empirical data. Results the result of the article is a set of directions of use of modern technologies in the information support of the military education system.Originality The article first analyzes the state of the distance learning system in military education and outlines ways to solve the main problems.Conclusion The system of military education in Ukraine in terms of distance learning is in the stage of active development and implementation of best practices in teaching non-secret disciplines and courses. The problem remains the task of creating an infrastructure for handling classified information. Of course, this will be the next stage in the development of the distance learning system.

The article researched the peculiarities of the organization of the educational process of physical education and military-professional activity of female cadets in higher military educational institutions under the conditions of the legal regime of martial law, and how the current conditions of the educational and service activity of female cadets are related to the level of their physical fitness.
 Research methods: theoretical analysis and generalization of educational and methodological recommendations by research topic, documentary method, questionnaire, comparison method.
 It has been established that the high level of physical fitness of female cadets of higher military educational institutions is closely related to the success of studies and the effectiveness of military professional activities of female cadets under martial law. The results of the conducted research indicate the need to increase the level of physical fitness, especially strength qualities, of female cadets during their studies at the higher military educational institutions, which will contribute to improving the quality of the educational process and the effectiveness of the performance of military-professional tasks as assigned in the conditions of martial law.

Introduction. Training of cadets for psychological and pedagogical activity is a multifaceted process that includes all forms of work of scientific and pedagogical workers, commanders of units of senior service schools and the cadets themselves. The main activities of the cadets are: a) theoretical and practical training during training sessions; b) participation in an organized system outside of educational activities; c) utilization tour in military forces. All these elements of the educational process in the senior service schools are intended to ensure the full competence of the cadets for the future psychological and pedagogical activity in the troops.Purpose. The purpose of the article is to analyze theoretically the scientific sources of the problem under study, to determine ways to achieve the effectiveness of training of cadets for the future profession of the officer as an instructor in the process of training of future military specialists in senior service schools of the Ministry of Defense of Ukraine.Methods. Empirical methods of observation, questioning and questioning were used to solve the problems of education Originality The results of the analysis of the basic psychological and pedagogical conditions of activating the training of cadets as tutors in the course of teaching psychological and pedagogical disciplines and the ways of improving the professional orientation to their study in the process of training future military specialists in higher military educational establishments of Ukraine are first determined in the article. realization of psychological and pedagogical conditions of organization of their teaching.Conclusion. Thus, senior service school has rich opportunities for qualitative training of cadets in the process of training sessions as instructors. Additional reserves for improving the training of cadets for psychological and pedagogical activities include the following raising the educational orientation of the educational process; approximation of the study of theoretical issues to the practice of psychological and pedagogical activity of graduates in the military forces; coordinating the efforts of the entire military and pedagogical team of the senior service school for the training of cadets as skillful commanders-instructors; improvement, together with high-quality professional selection of cadets to the Academy, activities of teachers, commanders and officers of the structures of moral and psychological support of senior service school regarding the formation of love for the profession of officer in cadets, stable motives of psychological and pedagogical activity, interest in moral and psychological work with warriors etc.

The article considers the peculiarities of implementing strategies for information and communication technologies (ICT) in the educational process of higher military educational institutions during the teaching of foreign languages. The current principles of teaching foreign (English) languages to cadets of non-linguistic specialties are defined, emphasizing their foreign language training as an integral component of the overall training system for military personnel. The integration of ICT into the educational process establishes a qualitatively new form of lifelong learning, based on purposeful self-educational activities. During the research, 57 foreign language teachers from three higher military educational institutions were interviewed. It is substantiated that the consideration of the military-specific features of the educational process is a necessary condition for the application of ICT. The article identifies the actual strategies of teaching foreign (English) language to cadets of non-linguistic specialities in higher military educational institutions of Ukraine in the context of the development of ICT, including enhancing motivation, access to modern educational materials, and providing a comprehensive system of informational and methodological support for the educational process, etc. Furthermore, the research suggests that the strategic incorporation of ICT will not only improve the efficiency of language learning but also prepare cadets for the digitalized world they will encounter in both military operations and international diplomacy. By promoting self-directed learning through ICT tools, cadets are empowered to manage their own educational paths, fostering autonomy and adaptability - traits that are essential in the rapidly evolving demands of modern military service. In conclusion, the study underscores the potential of ICT to transform foreign language education in military settings. The successful integration of these technologies, aligned with the specific needs of cadets and the military education system, will lead to a more effective, flexible, and dynamic approach to language training that ensures cadets are well-prepared to engage in global and intercultural communication within their military careers.

The article clarifies the peculiarities of the professional training of future specialists in physical culture and sports in institutions of higher education in the conditions of distance learning; the specifics of professional training of future specialists are considered; the types of distance learning, which differ in communication strategy and means of information transmission, are revealed; the features of remote and electronic learning methods for quality training of future specialists have been proven. The purpose of the article is to find out the basics of the formation of ICT competence among future specialists in physical culture and sports in the conditions of distance learning. The methodological basis of the article is a systematic combination of system-forming interrelated factors (goals, forms, and methods of pedagogical influence, principles, subjects, and conditions of the educational process, means of education, and content of education). The pedagogical conditions for the formation of ICT competence among future specialists in physical culture and sports for the effective and rational application of distance learning technologies are substantiated.

The article considers the problem of the formation of professional mobility in the training of future specialists in non-linguistic universities, which has recently gained particular relevance due to the growing role of foreign language communication in the professional activities of future specialists.The requirements of higher education aimed at training competitive future specialists are taken into account. Foreign language education today becomes at the same level with professional education, integrates with it and significantly affects the success and competitiveness of future specialists in the labor market. This circumstance underlines the need to change the purpose, content, process and form of organization of the educational process of foreign language teaching. Actuality of the research topic is a result of the modernization of higher education and aimed at finding effective ways to train future specialists, meeting all the latest requirements of the labor market.The concept of “professional mobility” is considered. The role of foreign language in the formation of professional mobility in the training of future specialists in non-linguistic universities in the context of professional mobility is analyzed, the opportunities offered for higher education future specialists with foreign language skills are described.Modern higher education, as a channel of professional mobility, can help future specialists in vocational and personal development with professional mobility to become competent future specialists, creating specific pedagogical conditions and, thereby, the basis for their self-realization in the difficult social, economic, political conditions of society.
 Keywords: foreign languages, training, professional mobility, future specialists, non-linguistic higher education institution, formation of professional mobility, competitive future specialists, foreign language communication, professional activity.