Formation of Information Resilience in Artificially Constructed Reality: Challenges for Professional Training of Security and Defense Sector Specialists

Abstract

Objective. To substantiate the essence of information resilience under conditions of an artificially constructed information reality, the transformation of which is intensified by modern technologies and the challenges of the full-scale aggression of the Russian Federation against Ukraine, and to identify updated pedagogical approaches to its formation in the process of professional training of future security and defense sector specialists.

Methods. The methodological framework of the study is based on an interdisciplinary approach that integrates the provisions of military pedagogy, information security theory, cognitive sciences, and synergetics. The research employs methods of theoretical analysis and synthesis to generalize existing scholarly approaches, comparative analysis to contrast traditional and contemporary training models, conceptualization to refine the content of the concept of information resilience, and systemic generalization to determine the pedagogical principles of its formation. Elements of a problem-based approach are applied to interpret professional training as activity conducted under conditions of cognitive uncertainty.

Results. The study establishes that the transformation of the information environment leads to a shift in the object of professional training—from information as a set of data to the conditions of its functioning, characterized by uncertainty, multilayered structure, and the possibility of artificially constructing plausible messages. The content of the concept of information resilience is clarified as an integral professional quality that includes cognitive autonomy, the ability to work with incomplete and contradictory data, and the capacity to make reasoned decisions. A pedagogical model for its formation is proposed, a system of didactic principles (uncertainty, plausible error, cognitive load, and metacognitive reflection) is defined, and corresponding educational tools are substantiated.

Conclusions. The necessity of reorienting professional training from knowledge transmission to the development of the ability to act under conditions of cognitive complexity and information uncertainty is substantiated. Prospects for further research are associated with the development of applied methodologies and their empirical validation.