COMMUNICATIVE ASPECTS OF PREPARING FUTURE OFFICERS FOR PROFESSIONAL INTERACTIONIN CRISIS CONDITIONS THROUGH SIMULATION MODELLING
DOI:
https://doi.org/10.17721/1728-2217.2026.66.50-59Keywords:
future officers, simulation modelling, professional interaction, crisis and operational conditions, higher military educational institution, professional training, educational processAbstract
Background. Contemporary security challenges and the dynamic nature of the service and combat activities of units within the security and defence sector of Ukraine necessitate the improvement of the professional training of future officers, particularly regarding their readiness for effective professional interaction in crisis conditions. In such situations, communication serves as an important mechanism for coordinating unit actions, ensuring operational information exchange, and making managerial decisions. In this context, the use of simulation modelling tools becomes particularly relevant, as they make it possible to create training situations that are as close as possible to real service conditions.
Methods. The study employed a combination of theoretical and empirical methods. The theoretical methods included analysis, systematization, and generalization of scientific sources on the issues of officers' professional interaction, communicative competence, and the application of simulation technologies in military education. The method of structural-functional analysis was used to substantiate the components of the model for preparing future officers. The empirical methods involved the study and generalization of the practical experience of training future border guard officers in higher military educational institutions. The method of pedagogical modelling was applied to develop a structural model for training future officers for professional interaction in crisis conditions through simulation modelling.
Results. The study identified the key communicative aspects of officers' professional interaction in crisis conditions, including operational information exchange, coordination of unit actions, collective managerial decision-making, organization of interpersonal and interagency communication, and maintenance of situational awareness. The pedagogical potential of using simulation modelling in the development of future officers' communicative readiness was substantiated. A structural training model was developed, including target, content-related, procedural, motivational, and result-oriented components. Pedagogical conditions for the effective use of simulation modelling in the professional training of cadets were identified..
Conclusions. Simulation modelling is an effective pedagogical tool for developing the communicative competence of future officers and increasing their readiness for professional interaction in crisis conditions. The implementation of the proposed model contributes to the development of practical skills in professional communication, coordination of unit actions, and managerial decision-making in a complex operational environment.
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