Academic literature on the topic 'Developing the education system in military educational institutions on unique principles'

In recent years, we have openly declared our move away from the Soviet legacy in the educational sphere. And today it is important to offer interesting practice-oriented classes to the participants of the educational process that would not push a person away from the learning process, but rather encourage them to actively immerse themselves in it. After all, the high-tech world has long recognized the special importance of science and knowledge in the civilization processes of scientific and technological progress, sustainable development of national economies, and improvement of citizens' lives. The modern interactive and meaningful educational environment has a positive impact on all participants in the educational process, from children who become more confident, curious and open-minded to adults who do not stop but continue to improve and develop professionally. Despite the fact that today Ukraine is experiencing military actions of the occupier, more than a hundred destroyed and damaged schools and higher education institutions, we must lay a stable foundation for democracy, civic engagement and professional environment of people who will continue to build the Ukrainian state. Education and science predict the prospects for human development and prepare people for tomorrow, so we must start today to form conscious citizens who will rebuild the country after our victory. We are active participants in reforms in secondary education under the New Ukrainian School Concept and transformations in higher education, which are focused on the future of Ukraine and a democratic society. Therefore, the entire education system of the region and the country is balanced and focused on the optimal network of educational institutions, on improving the content and quality of educational services, which will outline new dimensions of educational activities and performance, and provide space for the use of new digital resources for the educational development of the individual. In these areas, we find the experience of European national models of education, practices of educational activities and teaching life competencies quite interesting. 16 Ukrainian science and education is gaining unique European integration experience that promotes the use of innovative pedagogical teaching methods, the development of algorithms for using digital technologies and supporting individual entrepreneurial thinking, and the development of personal language skills as a means of active communication and professional development. All of this is done to expand educational opportunities for students' learning and development. In the above contexts, the question arises: is a new strategy in the field of education and science needed? We can confidently answer that we need a strategic plan and, in general, we need to fully adopt European principles of strategic planning - to actively fill them with new principles, plans and results of the education reform. Everything is aimed at developing and building the state and a person.

Patriotic education in higher military educational institutions forms an active civic position among cadets, instills the principles of social solidarity and equality. The main methods and forms of educational work on patriotic education is a system of measures aimed at creating a sense of pride in their homeland. Patriotism is the most important value that should be formed among future officers at the stage of training in higher military educational institutions. It should be noted that in the modern educational process of higher military educational institutions, it is necessary to hold a number of events, classes, meetings that are related to patriotic education and aimed at developing the citizenship of the younger generation.

The purpose of the article is a comprehensive theoretical justification of the effectiveness of military–patriotic education of adolescents involved in the system of additional education, as well as the definition of pedagogical conditions for the effectiveness of this activity in the conditions of additional education. The author of this article focuses on the need to force anti-Army views and values of the modern young generation of Russians, which are an immediate threat to the defense capability of the Russian Federation. The importance of developing and applying new approaches to the formulation of relevant principles and directions of military-patriotic education of adolescents and children in the system of state educational institutions of additional education is emphasized. The author substantiates the significance of the objection of educational events, holidays, exhibitions, museums of military subjects dedicated to the valor and glory of the defenders of our Fatherland. There are also arguments about the destructive influence of Russia's geopolitical competitors on the group consciousness of young people through electronic mass media, which purposefully destroy the patriotic attitudes of our society.

This article analyzes the unique characteristics, essence, and practical application of inclusive approach in preschool educational institutions. It discusses the implementation of inclusive education principles tailored to children’s individual needs, creating equal opportunities in the educational process, as well as enhancing the qualifications of educators and developing necessary infrastructure. The article also examines the impact of inclusive approach on children’s social adaptation, psychological and physical development, and the mechanisms for effective collaboration with parents and the community. Additionally, the article provides recommendations for the development of inclusive education in the preschool system.

Introduction. The development of future teachers of military education institutions English-language competence in Ukraine is a strategically important task, determined by a number of socio-political, educational and military-operational factors, among which the Euro-Atlantic course of Ukraine is dominant, which envisages the gradual integration of Ukraine into NATO and the expansion of cooperation with the Alliance member states, and determines the need for teachers of military education institutions who speak English at a level that allows them to effectively communicate with international partners, participate in international military exercises, conferences, exchange experiences and teach disciplines related to NATO military standards. Purpose. The purpose of the article is to develop theoretical bases of the development of future teachers of military education institutions English-language competence in the process of training at the third level of higher education. Methods. While conducting the investigation a set of scientific methods were used. Among them are theoretical analysis of scientific literature to define the methodological approaches and pedagogical principles of the development of future teachers of military education institutions English-language competence; systematization and generalization of analysed material to determine factors that influence this process; expert evaluation to identify pedagogical conditions that most likely ensure the effectiveness of the process and theoretical analysis to substantiate them. Results. The publication presents the theoretical bases of developing future teachers of military education institutions English-language competence in the process of training at the third level of higher education. The leading methodological approaches are defined. They are: communicative, cognitive-competence, interdisciplinary, problem-oriented, technological. The key principles were defined. They include a system of general didactic and specific ones (professional orientation, interdisciplinary integration, cognitive activity, authenticity and technologization of learning, adaptability, multi-level communicative interaction). It was found that the success of developing English-language competence of future teachers of military education institutions depends on taking into account socio-political, institutional, psychological-pedagogical, and methodological factors. It was concluded that directing the action of certain factors to achieve the planned results is possible by ensuring the following identified and substantiated pedagogical conditions: creating professionally oriented language environment with the integration of language training into professional disciplines; forming motivation and autonomy of future teachers of military education institutions in acquiring English language competence; using digital technologies on the basis of innovative learning. Originality. Methodological approaches and pedagogical principles of the development of future teachers of military education institutions English-language competence have been clarified, factors that influence its development have been investigated, and pedagogical conditions that are most likely to ensure the effectiveness of the process have been identified and substantiated. Conclusion. English-language competence is an integral part of the professional training of future teachers of military education institutions in Ukraine. The leading methodological approaches to its development are communicative, cognitive-competence, interdisciplinary, problem-oriented, and technological. The main principles are general-didactic and specific. The success of the development of English-language competence of future teachers of military education institutions depends on taking into account socio-political, institutional, psychological-pedagogical, and methodological factors. The effectiveness of the process is most likely to be ensured by the following pedagogical conditions: the creation of a professionally oriented language environment with the integration of language training into professional disciplines; the formation of motivation and autonomy of future teachers of military education institutions in acquiring English-language competence; the use of digital technologies based on innovative learning.

The article, based on an analysis of the practice of higher military educational institutions, proves the relevance of the problem of forming professional-applied physical training. It establishes that the existing physical training programs have sufficient content, but the components of this training do not function effectively, which does not ensure the real functional readiness of graduates to perform official tasks in combat conditions. The key determinants of professional- applied physical training of future military specialists are determined. The principles of the educational process for physical education in military educational institutions are substantiated: strengthening the individual health of applicants; achieving a high level of special physical fitness taking into account the specifics of the future profession; increasing mental efficiency; acquiring knowledge in philosophical and practical aspects of physical culture, sports, and health preservation. It is proved that when developing a program of professional-applied physical training in military educational institutions, it is necessary to use the principles of integral spatial-temporal integration, specialized, multidirectional rhythmicity and feedback. Based on the analysis of a number of medical and biological studies, it was found that participation in hostilities leads to significant changes in the functional state of servicemen: an increase in reaction time, a decrease in static and general muscle endurance, a violation of hearing sensitivity, a decrease in maximum oxygen consumption, a violation of regulation of the cardio-respiratory system, and a general decrease in military-professional performance. Based on the study of the conditions of combat situations, a complex of professional-applied skills and abilities of physical training of a military specialist was revealed. In order to optimize the technology of modeling combat conditions in the process of optimizing professional-applied physical training of future officers, the following new concepts were introduced into the educational process of military educational institutions: combat orientation, combat density, combat reality, combat effectiveness. It is proved that the model of combat operations of future officers includes disorienting factors, a set of combat tasks, and extreme conditions for conducting training and combat operations.

ntroduction.The article examines the role of emotional intelligence (EI) in the professional activities of faculty members at higher military educational institu-tions in Ukraine. It highlights the dynamic changes in the Ukrainian military education system, necessitating con-tinuous improvement in teaching content, methods, and the professional competence of scientific and pedagogical staff. The study emphasises that EI is critical to profes-sional competence, enabling effective interaction, motiva-tion, conflict resolution, and stress management. Purpose. This article aims to explore the role of emo-tional intelligence in the professional competence devel-opment of scientific and pedagogical staff at higher mili-tary educational institutions. It seeks to define EI for these faculty members, analyse its structure, and under-stand its significance as a component of their professional competence. Results. The study identifies that faculty members with high EI can better manage their and students' emo-tions, leading to effective teaching and leadership. It underscores that the specific nature of military education-al institutions demands high levels of stress resilience and emotional regulation from their faculty. The article discusses various EI models, including those by Salovey, Mayer, and Goleman, and suggests that EI encompasses cognitive, emotional, adaptive, and social abilities. These abilities are crucial for creating optimal learning environ-ments and fostering trust and effective communication among colleagues and students. Originality. This research contributes to the relatively unexplored area of EI in the context of military education-al institutions' faculty. It draws attention to the unique challenges these educators face, such as high-stress levels and the need for strong interpersonal skills. The article's original contribution lies in its detailed analysis of EI's structure and practical implications for teaching and leadership in military settings. Conclusion. The article concludes that emotional intel-ligence is a vital aspect of the professional competence of faculty members at higher military educational institu-tions. It argues that developing EI can significantly en-hance their teaching effectiveness and leadership capabil-ities. Future research should focus on assessing the cur-rent levels of EI among these educators and exploring strategies to foster its development to meet the demands of modern military education.

The article considers the theoretical and methodological principles of military personnel's physical training. Despite the constant technical modernization of the Armed Forces of Ukraine, modern combat conditions today associate with considerable physical stress. The combat activity of many military specialists in modern conditions has features of considerable physical work, which is associated with large, and in some cases, with maximum physical exertions. The results of research also presented the requirements for the physical preparedness of military personnel, the level of development of their general and speed-strength endurance and the degree of formation of military-applied motor skills. According to the results of the conducted research was analyzed the character of the physical activity showed by military personnel in the process of training and combat activities. Has been proven the fact that mainly prevailed physical exercises of considerable and moderate capacity, which aimed at the development of general endurance, and at the same time insufficient attention is paid to the development of special physical qualities and the formation of military-applied motor skills. It is justified that one of the effective ways to solve this problem is to use physical exercises and applied military sports. It is substantiated the special orientation of physical training in the system of military-professional activity: the task of physical training is divided into two groups of military specialties, which are taught in military educational institutions. Higher educational institutions with a expressed motor component (a direct relationship between physical preparedness and the effectiveness of future professional activity) and higher educational institutions that train specialists with an unexpressed motor component in the structure of future professional activity. The article provides data that determine the interaction of special physical training and the psychophysical state of military personnel, presents the method of developing special psychophysical qualities of military personnel by means of physical education. It has been developed practical recommendations on the use of special focused exercises during military activities and their influence on the psychophysical condition of military personnel.

Topicality of this work is related to the need to improve the methodology of environmental training of military personnel. The contradiction between the goals and objectives, proclaimed in the system of ecological training and uppbringing in the armed forces of the Russian Federation, and low level of ecological culture and incompetence in issues of ecological safety actually demonstrated by servicemen, is evident. The aim of the article is to develop a model for realising the pedagogic potential of the military ecology course to achieve the goals of environmental training of servicemen. The ones chosen as leading methodological guidelines, include value-minded ones as well as culturological ones in the issues of military ecology course content selection, system-activity and integrative approaches at organisation of teaching and cognitive activity when forming ecological component of military-oriented professional competences; principles of educational environment creation for formation of ecological worldview of the specialist's personality (Aleksandr Ivashchenko, Viktor Panov, Aleksandr Gagarin et al.); integration of professional and environmental education (Aleksandr Gagarin, Yelena Cherdymova et al.) in the context of embedding new knowledge into the existing structure of “cognitive niches” (Helena Knyazeva). What is proposed as the results of the study include the justification of the model of developing a system of training tasks on the example of forming the ecological component of military professional competences. Examples of interconnection of content-activity components at different stages of realisation of pedagogic potential of military ecology course are given; as well as results of pedagogic experiment; methodical recommendations are offered; research prospects are defined. The article is of interest for teachers of military ecology, for pedagogic community of institutions of higher military education, as well as for graduate and post-graduate students developing the issues of their own courses in professional education.

It has been determined that in today’s realities, in the process of globalization, informatization and digitalization of the educational space, as well as in the conditions of Russian military aggression, it is possible to trace the emergence of the need to develop an effective system of regulatory and legal administration of the sphere of secondary education based on the principles of educational consistency and systematicity of regulators of the process of managing the specified sphere in the structure of the educational process. It is substantiated that for the theoretical and methodological substantiation of public administration in the sphere of secondary education and scientific and applied developments on reforming existing and creating new legal aspects of its formation and implementation in Ukraine, the issue of developing a Strategy for implementing a legal mechanism for managing digitalization in secondary education institutions at the regional level (taking into account international experience) is relevant. It is proven that the demand for the Strategy for the implementation of a legal mechanism for managing digitalization in general secondary education institutions at the regional level (taking into account international experience) is determined, first of all, by the need to create a regulatory basis for the effective implementation of information and communication technologies in the process of state education management based on a regulatory element. It is systematized that the main goal of developing the Strategy is to form an effective legal mechanism for regulating digitalization processes in the field of general secondary education at the regional level. To implement this goal, it is necessary to: create a harmonized regulatory framework on the basis of compliance with national and international standards, promote the unification of the digital educational environment, and ensure the effective use of information and communication technologies both in the educational process and in managing the education system, of which general secondary education is an integral part. It is noted that the main tasks of forming the Strategy for the implementation of the legal mechanism for managing digitalization in general secondary education institutions at the regional level (taking into account international experience) are: development and improvement of the regulatory framework; modernization of digital infrastructure; development of digital competence of scientific and pedagogical workers and employees of the institutional sphere of the general secondary education sector; initialization of a unified information system for managing the education sector, including the general secondary education sector; implementation of the principles of cybersecurity and protection of personal data and information; implementation of standards for monitoring, control and supervision of educational digitalization trends, in particular, in the field of general secondary education.

Inclusive and integrated education has become a reality of the Romanian educational system in the last 25 years, based on the idea that education is essential to people's and societies' growth. To attain inclusive policies and practices and to establish the foundation for an inclusive culture, inclusive education is a complicated, protracted process that requires ongoing examination, modification, and development. The foundation of the inclusive education - education for all paradigm is defined by the Universal Declaration of Human Rights, the World Program of Action for Persons with Disabilities, the UNESCO Conference of Ministers of Education in Jommtien, Thailand, 1990, the legal provisions regarding the integration of children and young people with disabilities in the usual education systems, the 1993 UN General Assembly resolution, and the Copenhagen Declaration. The concept of integrated or inclusive education involves creating learning environments where all students, including those with disabilities or special needs, are fully included in regular classroom settings. Here is a conceptual framework outlining key aspects of integrated/inclusive education: Diversity and Inclusion: Embracing diversity: Recognizing and valuing the unique backgrounds, abilities, and learning styles of all students. Promoting inclusion: Creating environments where every student feels welcome, respected, and supported. Equity and Access: Equity in education: Ensuring that all students have access to high-quality education, regardless of their background or abilities. Removing barriers: Identifying and addressing systemic barriers that may prevent students from fully participating in the educational experience. • Universal Design for Learning (UDL): UDL principles: Designing instruction and curriculum materials that are accessible and engaging for all learners, including those with diverse abilities and learning needs.Multiple means of representation, expression, and engagement: Providing multiple ways for students to access information, demonstrate understanding, and engage with learning materials. Collaborative Partnerships: Collaboration among stakeholders: Building partnerships among educators, students, families, and community members to support the inclusion of all students. Shared responsibility: Recognizing that creating inclusive learning environments is a collective responsibility that requires collaboration and cooperation from all stakeholders. Individualized Support: Individualized education plans (IEPs) or personalized learning plans: Developing individualized plans that outline goals, accommodations, and support strategies for students with special needs. Differentiated instruction: Adapting teaching strategies and materials to meet the diverse needs of students within the same classroom. Positive School Climate and Culture: Creating a supportive environment: Fostering a school culture that values diversity, promotes respect and empathy, and celebrates the contributions of all students. Addressing bullying and discrimination: Implementing policies and practices to prevent bullying and discrimination based on factors such as disability, race, gender, or sexual orientation. • Professional Development and Capacity Building: Training and support for educators: Providing professional development opportunities to help teachers develop the knowledge, skills, and attitudes needed to effectively support diverse learners. Building inclusive practices: Encouraging continuous learning and reflection to enhance educators' ability to create inclusive and accessible learning environments. Continuous Monitoring and Evaluation: Ongoing assessment: Monitoring student progress and adjusting instructional strategies and support services as needed to ensure that all students are making meaningful progress. Program evaluation: Regularly evaluating the effectiveness of inclusive education initiatives and practices and making data-informed decisions for improvement.By embracing these principles and practices, educational institutions can work towards creating inclusive learning environments that enable all students to thrive academically, socially, and emotionally.