Continuity of Professional Training for Future Military Specialists in the System of Higher and Pre-higher Vocational Education
Year: 2026
Type: article
Abstract: This article examines the issue of continuity in the professional training of future military specialists within the system of higher and pre-higher vocational education. It has been established that the relevance of this study stems from the need to ensure the integrity, consistency, and coherence of the educational process at various levels of military personnel training, as well as the need to develop specialists capable of effectively performing their professional duties in light of modern requirements for military operations. The essence of the concept of continuity in professional training – as both a pedagogical principle and an organizational and content-based mechanism that ensures the interconnection of learning objectives, content, forms, methods, means, and outcomes at the levels of pre-higher and higher professional education – has been clarified. It is emphasized that continuity is not limited to the formal transition of a student from one level to another, but involves the gradual accumulation of professional knowledge, practical skills, competencies, work experience, professional motivation, responsibility, and readiness to perform more complex job tasks. The paper describes the specific characteristics of pre-higher and higher vocational education in the professional training of military specialists: pre-higher vocational education is primarily focused on developing basic professional and practical readiness, initial professional competence, operational discipline, and the ability to act within the scope of defined job functions; higher education, building on the results of the previous level, ensures the deepening of the professional, theoretical, managerial, analytical, organizational, and leadership components of the training of future military specialists. The main areas of continuity in professional training have been identified: goal-oriented, content-based, competency-based, organizational, methodological, and outcome-based continuity. It is argued that their systematic integration helps avoid duplication of educational material, overcome the fragmented nature of professional training, and ensure a logical transition from basic professional and practical training to in-depth professional, managerial, and analytical training. The pedagogical conditions for ensuring continuity in the professional training of future military specialists have been identified, including: aligning educational and professional programs in pre-higher and higher education based on a competency-based approach; ensuring the content consistency of professional training; the use of practice-oriented forms and methods of instruction; the development of professional motivation, responsibility, independence, and the ability for professional self-improvement; and the creation of a unified system for monitoring training outcomes.
Source: Ukrainian professional education
Author: A. Bukhun
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7211898860