Optimization of the training process in firearms training under modern military conflict conditions

Abstract

Abstract. The article examines the problem of optimizing the training process in firearms training under modern military conflict conditions from pedagogical and interdisciplinary perspectives. It is substantiated that wartime firearms training should be reconceptualized as a pedagogical system of controlled combat competency formation rather than a set of normative exercises oriented toward formal compliance with peacetime standards. The didactic foundations of constructing shooting training programs based on the logic of progressiveness (crawl–walk–run), a competency-based approach, and qualification gate mechanisms between training levels are analyzed. The potential of modern simulator and simulation technologies (VR systems, laser engagement systems such as MILES, digital target complexes) as tools for scaling training under limited resources is investigated, with emphasis on the problem of skill transfer from simulation environments to combat reality and the necessity of differentiating simulator-dominant and live-fire-critical skill components. The psychological and pedagogical component of firearms training is explored, particularly the role of stress inoculation training, tactical breathing, and graduated stress exposure in forming a resilient shooting skill that persists under fluctuating combat pressure. A comparative analysis of foreign marksmanship training models (USA, Great Britain, Germany, Israel) and mechanisms for their adaptation to Ukraine through international training missions (EUMAM, JMTG-U) is conducted. An optimization model based on the principle of maximizing controlled competency gains per unit of resource is proposed, involving blended training environments, direct integration of stress modeling into live-fire exercises, and a data-driven progress monitoring system with digital recording of training telemetry. It is determined that for accelerated training courses for mobilized personnel (45–51 days), the most promising approach is a modular design of training cycles with qualification gates, standardized assessment criteria, digital recording of results, and instructor debriefing based on objective data.