Theoretical Foundations of Military-Special Training of Officers of Unmanned Systems in the Process of Professional Development

Abstract

The article examines the theoretical foundations of military-special training of officers of unmanned systems in the process of professional development. The relevance of the study is determined by the growing role of unmanned systems in modern warfare, the need to update the content of professional military education, the implementation of combat experience gained during the Russian-Ukrainian war, and the need to develop professional competence of officers capable of organizing the use of unmanned systems in complex and dynamic operational conditions.

The article analyzes scientific approaches to military-special training, competency-based education, active learning methods, simulation-based learning, blended learning and distance learning technologies. It is substantiated that military-special training of officers of unmanned systems should be developed as an integrated pedagogical system combining theoretical, simulation-based, practical, methodological and analytical components.

The scientific novelty of the study lies in clarifying the content of military-special training of officers of unmanned systems within the professional development system as an integrated process that combines competency-based, activity-based, personality-oriented and practice-simulation approaches. It is proposed to consider such training not only as the acquisition of technical skills in the use of unmanned systems, but also as the development of an officer’s ability to plan, organize, coordinate, analyze and adjust the activities of unmanned systems units, taking into account combat experience, professional standards and modern NATO approaches to professional military education.

It has been proven that the effectiveness of military-special training is ensured by the systematic combination of methodological principles of teaching military-special disciplines, active learning methods, simulation training, independent work, regular updating of educational programmes and practice-oriented assessment of learning outcomes.