Background. The cadets experienced particular difficulties in a pandemic period because due to isolation and faced a number of unanticipated challenges like stress, anxiety, and low learning outcomes. Objectives:The aim of the study was to evaluate the effectiveness of sport and traditional games to improve cadets' learning performance and motivation to learning activities and future service duties. Methods. The pedagogical experiment was organized at the Military Academy (Odesa, Ukraine) during the 2020-2021 academic year. The research group, on the basis of empirical research, designed the leisure time activities program using five categories of exercises: classical sport team games, individual sports, well-known Ukrainian traditional games; unknown foreign traditional games, and martial arts. Results. During 20 weeks the researchers observed EG and CG groups conducting interviews, analyzing cadets' behavior, monitoring their learning outcomes. The experiment findings revealed that the usage of sport and traditional games was an effective psychological and pedagogical technique to improve the learning process at the higher military educational establishment. On average, the technology effectiveness showed that qualitative changes by three points more. The largest increases were identified for high (3,6 points) and moderate degrees of effectiveness (7,8 points). At the same time, self-organized or poor-organized leisure leads to minor improvements in psychological condition and cognitive abilities among the cadets. Conclusion. Consequently, the usage of sport and traditional games would be an effective instrument applied in a post-pandemic period at the higher military educational establishments. Also, the study presented the recommendations to implement the games during the learning process at the higher military educational establishments.
The purpose of the study was to identify what influence the leadership program delivered in English and using the specialism content has on the Military Academy students’ leadership qualities. The study utilised quantitative and qualitative research methods to draw the data from the adapted Leadership Qualities Test for the Military Officers and a semi-structured interview. The pre-intervention measurement of English language level was also performed. The literature review helped identify the variables for the study. These were leadership qualities such as risk-taking and decision-making capabilities, assertiveness, transformational leadership, resourcefulness, personality features, and a foreign language. The data yielded from the measurements suggested that the leadership programs delivered in English and based on the specialism-related content contributed to fostering the qualities of leadership of the Military Academy students. It was also found that the program enhanced the students’ risk-taking and decision-making capabilities, assertiveness, transformational leadership, resourcefulness, personality features. The above findings were supported by the responses from the focus group interview. The questioned students reported that they generally positively perceived of the program. The reasoning for these perceptions was that it was challenging, practical and resourceful. Moreover, the program appeared to be a fruitful experience for them as they learned from distinguished practitioners.
В статті представлено визначення поняття «педагогічні умови формування готовність майбутніх офіцерів Збройних Сил України до застосування STEM-технологій у професійній діяльності», під якими автори розуміють сукупність прийомів, методів, організаційних форм та обставин, що враховують особливості організації навчальновиховного процесу та дозволяють сформувати названу готовність у навчально-виховному середовищі вищого військового навчального закладу. Сформульовано педагогічні умови формування готовність майбутніх офіцерів Збройних Сил України до застосування STEMтехнологій у професійній діяльності. Ключові слова: вища військова освіта; педагогічні умови; педагогічні умови формування готовності. normative documents, generalization.Results. Based on the analysis of scientific-psychological and scientific-pedagogical literature, the concept of "Pedagogical conditions for formation readiness of Armed Forces' future officers of Ukraine for using STEM-technologies in professional activities" has been synthesized, which is defined as a set of techniques, methods, organizational forms and circumstances, which take into account the peculiarities of the organization of the educational process and allow to form the readiness in the educational-upbringing environment of the higher military educational institution.Within studies such conditions have chosen: 1) to strengthen training in natural disciplines using STEM-technologies during training sessions; 2) creating positive motivational guidance on non-traditional approach in the educational process while forming formation readiness of Armed Forces' future officers of Ukraine for using STEM-technologies in professional activities; 3) activation of constant self-improvement and creative search of Armed Forces' future officers of Ukraine during military-applied tasks.Originality. The definition of the concept "Pedagogical conditions of formation readiness of Armed Forces' future officers of Ukraine for using STEM-technologies in professional activities" is presented and pedagogical conditions themselves are specified.Conclusion. The essence of the concept "Pedagogical conditions of formation readiness of Armed Forces' future officers of Ukraine for using STEM-technologies in professional activities" has been defined and the necessary pedagogical conditions of formation of the specified quality of Armed Forces' future officers of Ukraine have been established.
In today's conditions, special attention is paid to ensuring the defense capability of the state, which requires from the system of higher military education the training of a future officer capable of solving military-technical problems of any complexity based on the basic knowledge that he received while studying at a higher military educational institution. As the most regulated sphere of education, military education requires the introduction of innovative technologies that will increase the interest of cadets and the degree of materials assimilation, in particular, in the academic discipline «Higher Mathematics». The problem of choosing teaching technologies in higher military educational institutions can be recognized as one of the most important, requiring theoretical and practical development at the level of teaching of each individual discipline and educational process in general. The purpose of the article is theoretical and empirical substantiation of the modern innovative technologies use in the process of studying higher mathematics in higher military educational institutions. The following methods were used during the research: theoretical ‒ the study and analysis of literature on the introduction of innovative technologies into the educational process of higher educational institutions and higher military educational institutions; modeling; empirical ‒ observation, conversation, testing, methods of statistical analysis for the transformation of empirical data into quantitative indicators. The purpose of our experimental study was to determine the impact of the innovative technologies use on the learning process in higher military educational institutions. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future military engineers.
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