A conceptual model of a psychological and pedagogical approach to the effective acquisition of short-term professional development course materials within the framework of professional support for psychologists of the Armed Forces of Ukraine
DOI:
https://doi.org/10.17721/1728-2217.2026.67.13-25Keywords:
professional support, psychologists of the Armed Forces of Ukraine, short-term professional development, psychological and pedagogical approach, cognitive alignment, blended learning, micro-modular learning, practice-oriented learning, military professional educationAbstract
Background. This study is motivated by the need to improve the professional development system for psychologists of the Armed Forces of Ukraine, enhance the effectiveness of professional training, and introduce innovative psychological and pedagogical approaches into professional development programs under conditions of limited training time, high intensity of the educational process, and heterogeneous levels of participants' prior knowledge and professional experience. Accordingly, the aim of this study is to substantiate a conceptual model of a psychological and pedagogical approach to ensuring the effective acquisition of educational content during short-term professional development courses as part of the professional support system for psychologists of the Armed Forces of Ukraine.
Methods. To achieve the study's objective, theoretical research methods were employed, including analysis, synthesis, generalization, systematization, and comparative analysis.
Results. Contemporary psychological and pedagogical approaches to organizing short-term professional training were analyzed, including Cognitive Load Theory, the andragogical approach, blended learning, and flipped learning. Based on the identified factors affecting learning effectiveness that reduce the effectiveness of learning among participants of short-term professional development courses, and with the aim of optimizing the professional training process, a conceptual psychological and pedagogical model was developed. The proposed model comprises the following interconnected levels: methodological, factor-based, goal-oriented, content-functional, and outcome-corrective. The model incorporates the following implementation mechanisms, including cognitive alignment, micro-modular organization of educational content, blended learning, flipped learning, practice-oriented learning, professional supervision and mentoring, reflection, and formative and summative assessment. Furthermore, a comparative analysis of the proposed model with NATO educational standards was conducted, revealing substantial similarities in approaches to the organization of professional military education.
Conclusions. The proposed conceptual model of the psychological and pedagogical approach, which integrates blended learning, micro-modular organization of educational content, cognitive alignment of participants' theoretical knowledge, and a practice-oriented learning approach, is designed to address the major challenges of professional development for psychologists of the Armed Forces of Ukraine under the conditions of the full-scale Russian invasion and is aligned with current international trends in military professional education. Its implementation has the potential to enhance the development of professional competencies among psychologists of the Armed Forces of Ukraine.
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