CONCEPTUAL FOUNDATIONS FOR THE DEVELOPMENT OF LEADERSHIP COMPETENCE OF OPERATIONAL-LEVEL OFFICERS IN THE SYSTEM OF PROFESSIONAL MILITARY EDUCATION
DOI:
https://doi.org/10.34142/23128046.2026.60.22Keywords:
leadership competence, operational-level officer, professional military education, pedagogical concept, military leadership, functional blocks, NATO standards, educational environment, L-3Abstract
The article substantiates a pedagogical concept for developing the leadership competence of operational-level officers within the system of professional military education. The relevance of the study is determined by the transformation of Ukraine’s security and defence sector, the experience of the Russian-Ukrainian war, the deepening of cooperation with NATO, and the need to train officers capable of acting under conditions of uncertainty, making responsible managerial decisions, organizing interservice and interagency cooperation, maintaining trust within a team, and ensuring effective management in a complex operational environment. The aim of the article is to provide a theoretical substantiation of a pedagogical concept for developing the leadership competence of operational-level officers by identifying its methodological foundations, functional blocks, pedagogical conditions, educational technologies, and assessment criteria. The leadership competence of an operational-level officer is interpreted as an integral professional quality that combines motivational-value, cognitive-analytical, activity-managerial, communicative-staff, and reflective-evaluative components. It is substantiated that its development should not be fragmented but should rely on a holistic pedagogical concept integrating modern combat experience, NATO standards, principles of professional military education, and innovative educational technologies. The proposed concept consists of five interrelated functional blocks: purpose-and-meaning, motivational-value, methodological-regulatory, content-technological, and evaluative-reflective. The pedagogical conditions for its implementation are identified: professional orientation of the training content; integration of combat experience into the educational process; creation of a motivationally enriched educational environment; activation of learners’ educational activity; combination of individual and group development; systematic feedback; and assessment of behavioral manifestations of leadership competence. The study concludes that the proposed concept can be used for designing the content of professional military education courses, particularly L-3 courses, improving educational technologies for military leader development, and further developing diagnostic tools for assessing the leadership competence of operational-level officers
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