A PRODUCT-CENTRED LEARNING MODEL AS A MEANS OF DEVELOPING MANAGERIAL COMPETENCE OF THE ARMED FORCES OF UKRAINE LEADERSHIP IN OPEN-SOURCE
DOI:
https://doi.org/10.34142/nc.2026.3.106Keywords:
open-source intelligence, OSINT, professional training, narrow specialisation, military education, 4C/ID model, whole learning tasks, intelligence cycle, competence assessment, structured analytic techniquesAbstract
The article addresses the design of professional training for open-source intelligence (OSINT) specialists as a narrow military specialisation that is being institutionalised in the Armed Forces of Ukraine following the adoption of the Law of Ukraine "On Intelligence" and in the course of alignment with NATO doctrinal publications (AJP-2.9, AIntP-22). The purpose of the article is to substantiate a pedagogical model of OSINT specialist training in which the unit of learning is not a particular tool or technique but a whole intelligence task that results in an intelligence product of defined quality. Methods: content analysis of the teaching materials of a current OSINT course at a Ukrainian higher military educational institution (26 lessons in four content modules); comparative analysis of foreign OSINT training programmes and research publications; pedagogical modelling based on the Four-Component Instructional Design model (4C/ID), the theory of deliberate practice and the principle of constructive alignment. It was established that current practice is tool-centred: about two thirds of lessons (≈65 %) concentrate on the technical domain (environment deployment, utilities, a programming language), whereas the procedural-analytical and doctrinal domains are represented fragmentarily, and assessment measures command of tools rather than the quality of the intelligence product. A product-centred model is proposed: a four-domain structure of OSINT specialist competence (procedural-doctrinal, technical, analytical, security-and-legal), four classes of learning tasks of increasing complexity, each reproducing the full intelligence cycle from information requirement to report, and a criterion-based rubric for product assessment with time standards and control points. A typical learner error (confirming a hypothesis on a single match) and its correction by means of structured analytic techniques are described. The results can be used in developing educational programmes, courses and textbooks for OSINT unit personnel.
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