Adaptation of Tactical and Special Training Methodologies for Security Sector Specialists to the Conditions of Modern Military Threats

Abstract

Abstract. The article examines the pedagogical foundations for adapting tactical and special training methods for security sector professionals (police, National Guard, State Border Guard Service, State Emergency Service) to the requirements imposed by full-scale war and modern military threats. It is established that traditional post-Soviet directive approaches focused on memorizing rigidly regulated tactical algorithms fail to ensure adequate readiness for action under high stress, uncertainty, and hybrid threats. Pedagogical diagnostics revealed systemic problems in current methodologies: a significant gap between training scenarios and real combat conditions, excessive theorization, formalism in assessment, and the absence of systematic feedback. The expediency of applying the competency-based approach, andragogical principles, and Kolb's experiential learning cycle as the theoretical foundation of updated methodologies is substantiated. Modern pedagogical technologies for training adaptation are analyzed: simulation-based training with VR/AR simulators, scenario-based training, blended learning, and the train-the-trainer model for instructor development. The role of structured after-action review and the scaffolding principle in the formation of professional competencies is revealed. Based on the analysis of combat experience from 2022–2025 and international training programs (NATO, EU Advisory Mission), the pedagogical conditions for effective adaptation of methods in Ukrainian higher education institutions with specific training conditions are identified. Institutional, material-technical, and human resource prerequisites for modernizing the training system are outlined. The necessity of implementing a continuous cycle of updating educational content following the scheme "combat experience — lessons learned analysis — methodology update — testing — feedback" is substantiated. Further research perspectives in the direction of standardizing the assessment of adapted training program effectiveness are identified.