Author (s): Lytvyn A.V., Rudenko L.A.

Work place:

Lytvyn A.V.,

Doctor of Sciences (Pedagogy), Professor,

Professor Department of Practical Psychology and Pedagogy,

Lviv State University of Life Safety,

(Kleparovska Str., 35, Lviv, 79000, Ukraine,

email: avlytvyn@gmail.com)

ORCID ID: 0000-0002-7755-9780

SCOPUS-Author ID 57210320375;


Rudenko L.A.,

Doctor of Science Pedagogy, Professor,

Professor Department of Practical Psychology and Pedagogy

Lviv State University of Life Safety,

(Kleparovska Str., 35, Lviv, 79000, Ukraine,

email: lararudenko@gmail.com)

ORCID ID 0000-0003-1351-4433

SCOPUS-Author ID 57210320375


Language: Ukrainian

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2024. № 1 (12): 169–186



At the time of brutal, unprovoked military aggression by the russian federation, our state continues targeted work on the systematic reform of military education. Current events and trends in the military-political arena indicate the need for a significant rethinking of the theoretical studies and methodological developments of military pedagogues, psychologists and psycho-physiologists regarding the directions and quality of unit commanders’ psychological training. The process of training specialists of the Armed Forces and other branches of the security and defense sector is accompanied not only by increasing the requirements for their military and professional competence, but also by improving the officer corps’ psychological training.

The purpose of the article is to generalize the experience of psychological training of future officers of the Armed Forces of Ukraine at military higher educational institutions and to outline proposals for its optimization.

Methodology. The effectiveness of implementing the practice of training military specialists in the armies of NATO countries into the educational space of Ukraine was analyzed; problematic issues related to the organization of future officers’ psychological training at military higher educational institutions are summarized.

Results. The necessity of designing and implementing a pedagogical system that specifies the relevant tasks, diversifies the forms and technologies for the formation of future officers’ psychological readiness for professional activity was proven; the results of monitoring studies of the dynamics of officers’ psychological readiness to implement new professional competence were presented; measures for the formation of future officers’ psychological readiness for professional activity at military higher educational institutions were proposed. Data were obtained indicating the effectiveness of their implementation at military higher educational institutions. Recommendations for optimizing the process of forming future tactical-level officers’ psychological readiness while training at higher education institutions with specific training conditions were formulated.

Key words: higher military educational institutions, NATO, future officers’ training, psychological readiness, reflexive approach, components of readiness.


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