MANAGEMENT OF CADETS’ EDUCATIONAL AND CREATIVE ACTIVITIES WITHIN THE SMART EDUCATIONAL TECHNOLOGY FOR THE PROFESSIONAL TRAINING OF MILITARY LEADERS

Анотація

This article provides a theoretical justification for a functional model for managing cadets’ educational and creative activities within the SMART educational technology for the professional training of military leaders. The aim of the study is to define the content, levels, functions, stages and pedagogical conditions for managing cadets’ educational and creative activities, with a gradual transition from pedagogical management to co-management and self-management.

The study utilises theoretical analysis to clarify the nature of cadets’ educational and creative activities and the management thereof; comparison – to identify differences between pedagogical management, co-management and self-management; systematisation and generalisation – to define the functions, stages, pedagogical conditions and assessment criteria; and structural-functional modelling – to establish links between the subjects, the object, digital support and the functions of the management cycle.

The cadets’ educational and creative activities are defined as a purposeful process of analysing professionally oriented situations, searching for and processing information, developing and comparing solution options, justifying choices, presenting the results obtained self-assessment and adjustment. Three interrelated levels of management have been identified, which differ in the distribution of responsibilities between the lecturer and the cadets. A functional cycle has been established, comprising goal-setting, planning, motivation, organisation, coordination, control and regulation. The management actors have been identified as the lecturer, the cadet and the study group. The object of management is defined as the cadets’ educational and creative activities, whilst the digital education system is regarded as a means of information support, communication, assessment and feedback. The following stages for implementing the model are proposed: diagnostic-goal-setting, motivational-orientation, organisational-preparatory, educational-modelling and control-reflection. The pedagogical conditions for its use are substantiated, including the professional focus of tasks, the gradual increase in the complexity of their content, the combination of individual and group work, the gradual expansion of cadets’ independence, regular feedback and the methodologically considered use of digital tools. Cognitive-analytical, organisational-executive, communicative-leadership and reflective-regulatory criteria are proposed for assessing the development of cadets’ ability to self-manage their educational and creative activities. The scientific outcome lies in combining three levels of the distribution of managerial powers with a single functional cycle, and in defining the roles of management actors at each level and the place of digital support within the functional cycle. The practical significance of the findings lies in their potential application in the development of scenario-based tasks, simulations, group sessions, e-learning courses and teaching materials for the professional training of military leaders.

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