DEVELOPMENT OF LEADERSHIP COMPETENCE TO COMMUNICATIONS AND CYBER SECURITY TROOPS OFFICERS AS A CONDITION FOR THEIR EFFECTIVE PERFORMANCE OF TASKS IN COMBAT DUTY AREAS

This article presents the methodological principles of forming the information culture of teachers in the conditions of military institutions of higher education. The practical result of the scientific research of the article was the system of recommendations to the management of the military institution of higher education regarding the formation of the information culture of teachers in the conditions of military institutions of higher education. The article systematizes the key problems of improving the information behavior of teachers in military institutions of higher education. The article considers the internal and external factors of formation of the information culture of teachers of military institutions of higher education. The article emphasizes that the information culture of the teacher, as a systematized set of knowledge, skills and abilities that ensure the optimal implementation of individual information activities, aimed at meeting both professional and non-professional needs, is a multilevel system that develops over time. The essence of information needs of teachers in the conditions of military institutions of higher education is considered in the work. Particular attention in this study is focused on the fact that today in Ukraine there is no state concept of information culture. The components of the model of the information culture of a teacher in the conditions of military institutions of higher education are analyzed and considered in detail in the work. The article presents the essence of the concept of pedagogical conditions, which are necessary for designing the learning process in the conditions of military institutions of higher education and which contribute to the development of the information culture of teachers. The basic factors which are necessary for revealing of pedagogical conditions of development of the information culture in the conditions of military establishments of higher education are offered. The main didactic requirements for information technologies of teaching for the formation of the information culture of teachers are considered. The list of criteria for an estimation of a level of formation of the information culture of the teacher in the conditions of military establishments of higher education is offered. The list of organizational and pedagogical conditions in the military institution of higher education, which are necessary for the formation of the information culture of the teacher, is presented. The article presents the key stages of technologies for the formation of the information culture of the teacher. The specifics of the project-reflective approach to the formation of the information culture of teachers and cadets in military institutions of higher education are considered. The scientific result of the research was the proposed methodological principles of forming the information culture of teachers in the conditions of military institutions of higher education

The purpose of the article is to identify the essence and basic principles of formation of professional competence of future logistics officers of the Armed Forces of Ukraine, to determine the algorithm of formation of professional competence by stages of professional training in the higher military educational institution, to identify methods and techniques corresponding to logistics. Research methods: theoretical analysis of primary sources, normative documents, conceptual principles of logistics; systematization, modeling, observation and testing. The results of the analysis revealed that the professional competence of future logistics officers is a personal education and an integral characteristic, which includes key and general competencies that are the result of training in higher military educational institution, covering the dynamic set of knowledge, skills and experience in this specialty, personal and socially significant qualities (ways of thinking, ability to self-study, learning styles, views, values, nature of behavior in unpredictable conditions, etc.) arising on the basis of the formed subject competences and provide an opportunity to perform the military logistics officer’s duties and professional tasks effectively. The principles of forming the professional competence of future logistics officers corresponding to their specialty as they are basic both in military-economic, and in pedagogical logistics are defined. These are: principle of systematization, principle of functionality, principle of integration and integrated goal setting, principle of «just in time», principle of «jit-reliability», principle of solving information problems by standardizing data, principle of prioritizing the needs of learners, principle of variability of strategies, methods and techniques, principle of focusing on the end result, principle of interaction of all components of the professional competence formation system, principle of coordination of actions of different divisions specialists. The influence of these principles on the formation of the future logistics officers’ professional competence is analyzed. An algorithm for the formation of professional competence was developed, which was modeled according to two opposite approaches – directions (direct and reverse): «bottom up», it means by stages of professional training in higher military educational institution – a sequence of courses, semesters and levels of training (bachelor, master) of future officers; and «top-down», it means from the principles of professional competence formation through the construction of a «goal tree» and the definition of its components (key competencies) and their manifestations in the material of subjects that form general subject competencies, to building a «competence tree» and designing them for each discipline and definition of subject competencies. There are a number of teaching methods and techniques that take into account the specifics of logistics, such as: methods of empirical adult learning, problem-based learning, the method of planned mistakes, visualization methods, methods of press conferences, dialogue, discussions, brainstorming techniques, case studies, which should be used in the educational process to form the professional competence of future logistics officers. Conclusions: the purpose of the study is achieved.

The article proposes a pedagogical model for the leadership competence formation of future officers – specialists in physical culture and sports (hereinafter – FOsSPCS) in the process of professional and pedagogical training in a higher military educational institution. The scientific approaches to the definition of the concepts of "model" and "pedagogical modeling" are studied. The pedagogical model of leadership competence formation of FOsSPCS in the process of professional and pedagogical training in higher education institutions is designed and the content of its blocks is described: the purpose and tasks, methodological approaches and principles, components and functions, methods and means of educational activities, criteria and levels of diagnosing its formation. All blocks of the pedagogical model are important and only in the system they ensure the optimal formation of leadership competence of IPES in the process of professional and pedagogical training in higher education institutions. This model consists of six interrelated blocks: target (reflects the goal and tasks of leadership competence formation of FOsSPCS in the process of professional and pedagogical training in higher education institutions, considering their professional knowledge, skills, abilities and capabilities in the chosen specialty, values and patriotism); methodological (explains the problem of leadership competence formation, taking into account the requirements of methodological approaches (axiological, competence, contextual, systemic, subject-activity) and principles of learning (accessibility of educational material, principle of individual approach, principle of contextual orientation, systematic and consistent, subject-subject interaction)); theoretical and functional (contains the content of their leadership competence as future specialists in physical culture and sports and important functions for its formation); subject-subject (involves bilateral cooperation between the teacher and the FOsSPCS and readiness to perceive each other as a subject of leadership and behavior); organizational and methodological (contains methods, techniques, technologies and means of leadership competence development of FOsSPCS in the process of professional and pedagogical training in higher education institutions); diagnostic and resultative (diagnoses the leadership competence of the FOsSPCS according to the criteria and indicators we have defined and determines the levels of its formation).

The relevance of the study is due to the need to form competences in sphere of information and communications technology (hereinafter – ICT competences) among youth leaders, because they transfer this experience of using the Internet and digital technologies to other young people. Within the framework of formal education, this problem is not given necessary attention; accordingly, the non-formal education system has the right to compensate for this shortcoming through the implementation of additional programs that form IСT competences in young people. The purpose of this study is to substantiate theoretically and test experimentally the effectiveness of the program for the formation of IСT competences of youth leaders through the organization of training events in the system of non-formal education. The leading research method was a pedagogical experiment, in which 15 leaders of youth non-profit organizations from 8 European countries took part. The participants were pre-selected, which involved the analysis of practical experience in the field of digital technologies and the presence of motivation to learn. The questionnaire method was used in this study (online self-assessment tool “Digital Skills Accelerator”). The questionnaire is based on five areas of practical use of ICT competences: general information literacy, communication, digital product creation, information security, and solution of technical problems. To confirm the reliability of the data, the method of mathematical statistics (T-Wilcoxon test) was used. The results of the pedagogical experiment show that significant changes have occurred in terms of the indicators "General information literacy", "Communication", "Creation of digital products" (at the significance level p = 0.01), as well as "Information security" (at the significance level 0.05). There were no significant changes in the indicator “Solving technical problems”. The article presents the experience of implementing the training program for the Digital youth cafe: online tools for communication and fundraising strategies in the youth field. During this project, a blog on the implementation and results of the project; online fundraising and communication campaigns, open webinars on project topics were created. This study proved the effectiveness of the formation of ICT competences of youth leaders in the system of non-formal education through the implementation of an educational project. The materials of this article can be useful for workers and leaders of youth organizations, as well as for specialists in the field of non-formal education of youth.

The article is devoted to consideration of the peculiarities of the formation of multicultural competence of cadets in the process of learning a professionally oriented foreign language, as well as the issue of mastering foreign language communication skills as an important element of the formation of multicultural competence of cadets of military institutions of higher education. The article highlights the relevance of the formation of multicultural competence for future officers of the Armed Forces of Ukraine in modern conditions. Based on the analysis of various scientists’ researches, the essence of the concept of multicultural competence of cadets of military institutions of higher education is revealed, its structure is defined as the unity of cognitive processual and personal axiological components. The role of communication in a foreign language and the development of its skills in the formation of the mentioned phenomenon during the training of cadets in military institutions of higher education is substantiated. The forms and methods of educational work that contribute to the successful formation of skills and abilities of multicultural competence as one of the components of the professional training of future military specialists are presented. For example, involvement in participation in the work of sections, discussions, such as conferences, meetings, quizzes, etc. The examples of the use of authentic materials meant to increrase the level of formation of cadets' polycultural competence while learning a foreign language such as advertising brochures, posters, excursion leaflets, guidebooks, etc., are considered. The importance and necessity of forming such a professionally significant quality as tolerance, which has verbal and non-verbal expression in speech and is a core element of intercultural communication, is emphasized. Examples of language parameters of tolerance and intolerance, such as flexibility of speech, referentiality, etc., are provided. Key words: polycultural competence; cadet; military institution of higher education; communication in a foreign language; professional activity; tolerance.

One of the important components of the organization of physical training in higher military educational institution, according to Physical Training Instructions, is mass sport activities. The main purpose of mass sport activities (MSA) in the military unit and higher military educational institution is to attract the maximum number of servicemen (cadets) to active physical education. The purpose of our study is to study the goals set for MSA in higher military educational institutions of the Armed Forces of Ukraine, as well as to study the reasons for the poor quality of MSA in higher military educational institution. For this purpose, the provisions of orders on the organization of MSA in the Armed Forces of Ukraine were studied and generalized, the analysis of the practice of MSA in three higher military educational institutions was made. The current objectives of the study were to: study the state of organization of mass sport activities in higher military educational institution; to analyze the system of organization of MSA in the armies of the worldas leading states; to optimize the structure and content of MSA on the implementation of training sessions in the chosen sport for first-year cadets; to check the effectiveness of the proposed model of MSA on the formation of the value attitude of cadets to self-improvement of physical fitness and increase activity and desire to be involved in the national team of higher military educational institutions’ teams. The National Academy of Land Forces conducted a survey of first-year cadets to find out and create groups in the sport, which conducted classes on an approved weekly schedule during the first and second semesters. The greatest preference of 1st year cadets was shown to boxing (13.57 %), football (11.42 %), hand-to-hand combat (11.67 %). Conclusions. The practice of organizing and conducting mass sport activities in military units and higher military educational institutions has shown certain shortcomings: no more than 8-13 % of personnel are involved in sport activities (sports training); mass physical culture work of cadets is poorly controlled and does not employ the interests of cadets (servicemen); the system of encouragement and punishment for cadets concerning MSA has not been worked out. During the six months of the experiment with the involvement of 100% of first-year cadets in training sessions in personally selected sports showed a significant increase in interest and activity of cadets in improving their physical fitness. The experiment also showed that convincing real motivation has great importance in increasing of the cadets’ will to exercise. The following materials will present the results of tests trials of cadets after the first year of training.

The article discusses the use of the system approach of future officers training in higher military educational institutions, analyzes the basic principles of the pedagogical system, which are defined by the system as a holistic organized set of military training, which ensures stable behavior and effective results of military education. The basic systems of professional training in higher military educational institutions, which have the conditional level of involvement in the educational process, are revealed. However, the basis is the inalienability of all systems in the training of future officers of the Armed Forces, and the interchangeability or absence of any training system leads to irreparable consequences, the result of which is not fully formed professional readiness of an officer of the Armed Forces. Theoretically, professional readiness is formed as knowledge, skills and competencies fully acquired, but the important point remains whether psychological professional readiness is formed during the extreme situation of military service. In view of the material presented in the scientific article, the conclusion is that the training of officers of the Armed Forces in higher military educational institutions is a system one. The result of the training process of future officers in higher military educational institutions is a high level of cadets readiness for practical activities, which can be achieved only by streamlining the system on the basis of certain principles to which we include: the principle of objectivity, completeness, specific historical (genetic) approach, systematics, contradictions of pedagogical experience. This makes it possible to organize the specific functioning of all subsystems of future officers training and their effective interaction in accordance with the aspect and general goals and objectives. When modeling the system approach of professional training in higher military educational institutions the main pedagogical systems (types of training) involved in the training of officers of the Armed Forces are used. Each of them has its purpose and objectives, specific content, means and methods. Because the professional training of future officers of the Armed Forces is an integration process of formation of the same five basic systems (theoretical, psychological, physical, training and practical (officer training in combat units)).

In the context of Ukraine’s efforts to integrate into the European space, the issues of training student youth that would meet generally accepted European standards become relevant. Therefore, there is a need to study and analyze the European experience on the formation of students’leadership qualities and competencies. In accordance with modern requirements for the preparation of students in European countries, it is necessary not only to ensure the acquisition of professional knowledge and skills by students but also to develop leadership skills and leadership competencies that will help them be competitive, focused, will allow them to build a successful career and work for the good of their country. The purpose of the article is to review and analyze the experience of European countries in the formation of students’ leadership competencies and qualities, as well as to highlight proposals for improving the process of formation of these students’ qualities and competencies in Ukraine. The concepts of «leadership qualities» and «leadership competencies» are analyzed, their main characteristics and types are singled out. The maindirections and features of the process of formation of student’s leadership qualities and competencies from such European countries as Germany, Norway, England, Finland, Sweden are described. It is established that in these European countries in the process of formation of leadership competencies and qualities, much attention is paid to student government, extracurricular activities with students, involving students in active social activities, which are key to ensuring the effectiveness of this process. In view of this, it is determined that in Ukraine it is necessary to take into account the experience of European countries and implement the above activities in the work of educational institutions in order to ensure an effective process of forming students’ leadership qualities and competencies. Also, some proposals have been developed to improve the process of forming students’ leadership qualities and competencies in Ukraine.

The purpose of the article is to study the pedagogical conditions of intercultural competence of military specialists in the process of foreign language training in higher military educational institutions. The author pays attention to the problem of improving the quality of professional and special training of military universities in the process of forming intercultural compe-tence. The article analyses the modern requirements for fu-ture military specialists, including the need for intercul-tural competence in the context of international coopera-tion and intercultural understanding. The article discusses methodological approaches to the formation of intercultural competence in future military professionals, including the use of interactive teaching methods, cultural aspects of language learning, as well as the introduction of modern information and communica-tion technologies. As a result of the analysis of various researchers to the definition of "pedagogical conditions", the author de-fine them as a set of circumstances that contribute to the construction of the educational process, taking into ac-count the needs, interests, capabilities of the individual, which affect the effectiveness of the formation of intercul-tural competence of officers of the Armed Forces of Ukraine during the pedagogical process in a higher mili-tary educational institution. These include organizational, methodological, technological and psychological. Of par-ticular interest are the specific conditions of military train-ing. In addition, in the process of formulating and imple-menting pedagogical conditions, had identified the levels of intercultural competence of future military specialists: low, medium and high. The research creates pre-conditions for further studies in the field of intercultural foreign language training of military specialists of the Armed Forces of Ukraine in higher military educational institutions.

ОСОБЛИВОСТІ ФОРМУВАННЯ СОЦІАЛЬНО-ЕКОНОМІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПЕНІТЕНЦІАРНОЇ СЛУЖБИ УКРАЇНИ

This article focuses on the justification for using collaborative learning to help shape the value-based worldview of bachelor’s students in a higher military educational institution. The authors view the formation of a bachelor’s value-based worldview in such an institution as a comprehensive and systematically organized collection of beliefs, representations, and symbolic images. This collection promotes a unified perception of reality and fosters an understanding of one’s role and purpose within it. The authors identify the following factors in the formation of bachelors’ value worldview in a higher military educational institution: socio-political, educational and instructional, professional-military, psychological-pedagogical, and information and communication factors. The authors draw attention to the following methods of conducting classes in the context of collaborative learning: visualisations, discussions, practical exercises and round-table seminars following the independent study of materials from various sources. The most effective forms of collaborative learning for shaping the worldview of Bachelor’s degree students at a higher military educational institution are internships in units, discussions, competitions, themed evenings, training sessions, meetings with experienced officers, practical group exercises and group research projects. The authors provide recommendations for the use of collaborative learning in forming the value worldview of Bachelor’s degree students at a higher military educational institution. These recommendations include using methods of direct and indirect influence, and using information and communication technologies during classes. In particular, video conferencing via the Zoom application can be used to involve historians, combatants, and other specialists in explaining the material remotely. The material should be proven and clarified during the teaching process. The advantages of this approach include the possibility of more thorough assimilation and a deeper understanding of educational material, the development of professional communication and interaction skills, increased motivation and interest in learning, the stimulation of critical thinking and creativity, the formation of competencies necessary for teamwork in professional activities, and the development of skills in managing subordinate personnel. Key words: higher military educational institution, bachelor’s degree, collaborative learning, formation of a value-based worldview, value orientations.

AnnotationIntroduction.A mandatory element of the training system in Higher Military Educational Institutions (HMEIs) is the assessment and evaluation of cadets' physical fitness.This is carried out in accordance with the provisions of the Physical Training Instruction within the Ministry of Defense of Ukraine.Since the establishment of independent Ukraine, the governing documents on physical training have been refined in 1997, 2009, 2014, and 2021.The system for assessing the physical fitness of military personnel (cadets) has remained unchanged over all these years.It involves testing according to a specific list of exercises and evaluating performance based on developed standards.The functional state of the performers' bodies and their moral-psychological (motivational) condition were not taken into account.In our opinion, this is a significant shortcoming of the existing system for assessing and evaluating the physical fitness of military personnel, especially cadets in HMEIs.The aim of the study is to develop an author's program to monitor first-year cadets' mastery of the discipline of Physical Education and Special Physical Training in higher military educational institutions (HMEIs).Materials and Methods of the Study.The research was conducted at the Hetman Petro Sahaidachnyi National Army Academy.During the study, an analysis was performed on the educational programs of various higher military educational institutions, as well as the authors' physical training programs for cadets of different military specialties and branches of the military.To achieve the set objectives, methods of theoretical analysis and synthesis of literary sources, documentary materials, and practical implementation of control measures during cadets' training were utilized.Results.The study revealed that the assessment and evaluation of the physical fitness of military personnel (cadets in HMEIs) is a mandatory element of the training system in all structures of the Armed Forces of Ukraine, including HMEIs.However, the assessment only covers the level of development of physical qualities and the degree of mastery of certain military-applied skills.We have developed and proposed certain adjustments to the system of physical fitness control for HMEI cadets.Specifically, control should be conducted in four areas: assessment of the level of physical fitness (based on a set of certain physical exercises); assessment of the functioning state of the cardiovascular system; assessment of the moral and psychological state (level of motivation for physical training); and assessment of the level of theoretical knowledge regarding the impact of physical exercises on human health.Conclusions.Based on the analysis of the existing system for assessing physical fitness in HMEIs and the research materials on the educational activities of cadets, a new system for assessing and evaluating the physical fitness of HMEI cadets has been developed and proposed.

The paper presents a study of the process of forming and instilling economic culture in cadets of higher military and technical educational institutions of the Russian Federation in conditions of uncertainty. The relevance of scientific research in this area is justified, confirmed by the results of surveys, as well as research in the implementation of educational programs in the discipline Economics. The contradictions that justify the need to apply new slants in the formation of economic culture, a significant component of the culture of the individual, are revealed. The analysis of scientific sources on this subject is made, which allowed us to characterize the main structural elements of the economic culture of the individual, to form a conceptual apparatus, to study the interpretation of the main terminology in foreign and domestic literature. The application of innovative methods in the field of teaching the discipline, such as a personalized approach, is proposed, which can be used together with basic educational technologies in the process of training in a military educational institution. The article describes the variable resolution of problems and contradictions of a methodological and organizational nature. The use of the proposed options will create a cluster model of the gradual formation of economic culture. The paper presents the pedagogical conditions for the successful implementation of the developed model of instilling economic culture in cadets of higher military educational institutions, allowing to take into account the degree of preparedness of various groups of students, directing them to the assimilation of motivational attitudes of self-development and self-realization. The aspects of using a personalized approach in the process of forming the economic culture of cadets of a special faculty are considered. The results of the application of this approach, while providing the educational process at the special faculty of the Mikhailovsky Military Artillery Academy (St. Petersburg), are presented. Possible directions and ways of solving the identified problems are proposed, which will allow raising the content aspect of educational programs to a higher level and, as a result, the level of knowledge, skills, attainments and competencies of this area, as well as the process of forming an economic culture.

У статті аналізується необхідність соціально-економічної підготовки в магістратурі вищого військового навчального закладу. Уточнено зміст підготовки магістрів вищого військового навчального закладу у чинних державних стандартах та визначено невідповідність сучасним вимогам до рівня соціально-економічної підготовки військового та наявних можливостей реалізації такої підготовки у вищих військових навчальних закладах України. Визначено перспективи та основні проблеми удосконалення рівня соціально-економічної підготовки в магістратурі вищих військових навчальних закладів.У статті також уточнено поняття та особливості соціально-економічної компетентності як базового аспекту соціально-економічної підготовки військових у ВВНЗ. З’ясовано, що структура соціально-економічної компетентності військового має включати у себе формування економічної грамотності, економічного мислення, загальноекономічної свідомості з урахуванням соціальних орієнтирів.Окреслено основні напрямки покращення соціально-економічної підготовки у системі військової освіти та виховання, удосконалення економічної культури майбутніх військових керівників. До таких напрямків віднесено удосконалення навчальних програм для освітньої кваліфікації магістр вищих військових навчальних закладів з урахуванням соціально-економічної підготовки; посилення уваги до соціально-економічних та гуманітарних дисциплін, які орієнтують магістрів ВВНЗ на засвоєння та оновлення соціально-економічних знань; забезпечення ВВНЗ необхідними засобами навчання та створення у вищих військових навчальних закладах сучасної науково-експериментальної бази за відповідними напрямами наукових досліджень.

The paper presents comparative research on the representation of subjects within the study programs of three higher military educational institutions (Military Academy, University of Defense in Belgrade, University of Defense in Brno, Czech Republic, Royal Military School in Belgium), in order to strengthen their leadership competencies. The conducted comparative research was intended to contribute to predicting the future development of education of professional members of the armed forces, as part of the defense system in the field of leadership, especially because the comparison includes educational systems of countries with different social, economic, historical and social milieu. The aim of the paper in a broader sense was to try and decipher the dimensions of leadership of professional members of the defense system; in a narrower sense the aim was to determine the possibilities of developing leadership competencies through the system of military education provided through the study programs of the Military Universities in Serbia, Belgium and the Czech Republic. The main subject of this research is the leadership competencies of professional military personnel. We have defined the concept of leadership as one of the functions of management, which primarily refers to the influence of leaders on other employees, in order to achieve organizational and group goals. The notion of the necessary leadership competencies is defined as a function of knowledge, skills and attitudes necessary to perform complex functions and roles of officers, which can be classified as systemic and interpersonal competencies. The problem of leadership in the defense system is complex due to the very nature and characteristics of the system itself. Precisely because of the significance of the topic, as well as the fact that this issue remains current and new, it is scientifically and professionally justified to dedicate attention to researching the problem of developing leadership competencies in the military educational system. Furthermore, given the fact that change has become a way of life inherent to every modern organization, the military ones included, new leadership competencies, necessary to perform complex functions and roles of defense system officers are required of the employees and therefore it is necessary to implement the concept of lifelong, permanent and continued education in order to meet the demands of the job set before professional military personnel.