PRINCIPLES OF IMPLEMENTING PROBLEM-BASED LEARNING IN THE TRAINING OF FUTURE OFFICERS DURING WARFARE
DOI:
https://doi.org/10.17721/2519-481X/2025/87-12Keywords:
problem, problem situation, problem-based learning, electronic intelligence, military specialistAbstract
The article is devoted to the urgent problem of modernizing the system of training military specialists, in particular in the specialty of “Electronic Intelligence”, in higher military educational institutions of Ukraine in the context of modern warfare. Today, there is a rapid obsolescence of knowledge and insufficiency of traditional, mainly informational and illustrative, teaching methods to develop the competencies necessary for effective operation in a dynamic, complex and uncertain environment (the concept of VUCA (volatility, uncertainty, complexity and ambiguity)). The author substantiates the critical importance of developing not only technical skills, but also flexibility of thinking, creativity, ability to independently solve non-standard tasks, critical analysis and continuous learning throughout the entire period of service (lifelong learning).
The article analyzes the theoretical foundations and practical aspects of implementing PBL (Problem-Based Learning) in the educational process of higher military educational institutions. The essence of PBL (Problem-Based Learning) as a student-centered approach based on solving authentic complex problems is considered. The mechanism of creating a problem situation as a driving force of learning, which arises on the verge of existing knowledge and the need to acquire new ones, is studied in detail. The transformation of the role of the teacher from a translator of knowledge to a facilitator of the educational process is shown. Different levels of PBL implementation are highlighted: from the problematic presentation of lecture material, through the organization of partially searching activities in seminars, practical and laboratory classes (with the possible use of modeling and simulations), to the full independent creative activity of cadets in the framework of research work and qualification projects. The importance of systematic integration of Problem-Based Learning into the educational program and adaptation of assessment methods is emphasized.
The article proves that the targeted implementation of PBL contributes to the formation of key competencies in cadets: critical and systematic thinking, skills of independent search and analysis of information, ability to cooperate, effective communication, creativity in finding solutions, as well as intrinsic motivation to learn and professional development. It has been found that PBL (Problem-Based Learning) effectively prepares specialists to act in conditions of uncertainty and information overload.
Problem-based learning is considered as an integral and promising component of the modern military education system. However, its successful implementation requires a comprehensive approach, including methodological training of teachers, development of quality learning problems, institutional support, flexibility of curricula and harmonious combination with other effective educational technologies.
The further development and adaptation of PBL (Problem-Based Learning) in higher military educational institutions is an important step towards improving Ukraine's defense capabilities through the training of highly qualified, adaptive and proactive officers.
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