Інноваційні педагогічні технології інтеграції вогневої, тактичної та фізичної підготовки майбутніх офіцерів Національної гвардії України

Abstract

The presented article comprehensively analyzes the urgent problem of forming the integral professional competence of future officers of the objective necessity to overcome the significant gap between regulatory requirements for systematic training and the discreteness of the educational process in higher military educational institutions of the National Guard of Ukraine (NGU). The specific functional dualism of the NGU, combining military and law enforcement functions, requires transforming separate training types into an integrated format of professional mastery. The main goal of the study is to develop a conceptual model for integrating fire, tactical, and physical training of future NGU officers within the professional education system. Achieving this goal was accomplished through applying a complex of theoretical methods: system analysis, formalization, generalization, and pedagogical modeling. As a result of the conducted research, the structural-functional scheme of the model was scientifically substantiated, including target, content, technological, and evaluationresult blocks. During the study, it was found that integration ensures a synergistic effect through implementing innovative technologies: simulation pedagogical complexes, VR technologies, video analysis, and gamification. An author’s system of criteria for assessing the formation of integrated competence of graduates was also proposed. Based on the foregoing, there are grounds to believe that model implementation transforms the educational process from fragmentary knowledge accumulation into a holistic system of professional mastery formation. Additionally, it was determined that the proposed approach increases graduates’ adaptability to actions in extreme conditions of service and combat (operational) activities. The obtained scientifically substantiated results hold an important place for modernizing military-professional education and ensuring the combat capability of NGU units according to national security challenges. Prospects for further scientific research lie in the empirical verification of the model’s effectiveness in real educational process conditions.