The dissertation is dedicated to the study of the issue of developing the methodological competence of future officers of the National Guard of Ukraine (NGU). The work provides a theoretical generalization and addresses the scientific task of forming the methodological competence of future NGU officers in higher military education institutions (HMEI), who will be involved in executing territorial defense tasks during a state of martial law as commanders of NGU units.
It is established that the methodological competence of an NGU officer, as a mentor to subordinates in a military unit, performing pedagogical functions and organizing combat and professional training, is an integral part of their professional competence. Its development is a critical condition for the successful performance of the commander of an operational unit in training subordinates within NGU military units.
As a result of the analysis of scientific literature, particularly the examination of concepts such as «activity», «professional activity», «psychological-pedagogical competence», and «professional competence», and the conducted professional study of an officer's activities, the term «methodological competence of future NGU officers» has been defined. This is interpreted as a complex and integrative construct, encompassing a combination of motives, psychological-pedagogical knowledge, skills, abilities, and experience that reflect the readiness to perform methodological functions (informational, communicative, organizational, and control-assessment). It also includes the implementation of design and executive activities as a unit commander who functions as a military educator within the military-didactic process, applying methods for conducting training sessions in accordance with the combat and professional training programs for personnel. This competence consists of cognitive, value-motivational, praxeological, and self-reflective components.
The main criteria for the development of the methodological competence of future officers have been identified as: motivational, cognitive, operational, and self-assessment. The primary directions for improving the educational process aimed at the targeted formation of methodological competence in future NGU officers during their training at higher military education institution have been formulated.
The work proposes a series of pedagogical conditions for developing the methodological competence of future NGU officers during their training at HMEI: the focus of NGU officer training on developing methodological competence through the activation of communicative potential based on personalized learning technologies; concentration of training on modified and adapted methods of problem-based learning for future NGU officers, fostering effective interaction with subordinates in both educational and service-combat activities; integration of psychological-pedagogical disciplines with the discipline "General Tactics" to create a contextual foundation for the expression of methodological competence in future NGU officers while teaching subordinates to solve tactical tasks.
