- Радомський, Ігор Петрович (orcid.org/0000-0003-2452-0898) (2025) Professional development of teachers at higher military schools in the context of non-formal and informal education Військова освіта, 2 (52). pp. 182-193. ISSN 2617-1783
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Abstract
Introduction: The article investigates the professional development of lecturers in higher military education within the context of non-formal and informal learning, with a focus on the principles of the andragogical approach. The relevance of the topic is determined by the transformation of the role of a military lecturer from a transmitter of information to a mentor, facilitator and designer of the educational process. In modern military education, professional development is viewed as a strategic factor ensuring the quality of training for officers and specialists under dynamic security challenges. Purpose: The purpose of the study is to identify and substantiate the main directions for enhancing the professional development of academic staff in higher military educational institutions at the national, departmental, institutional and individual levels, based on the andragogical approach and the integration of non-formal and informal learning mechanisms. Methods: The research applied theoretical methods of systemic analysis, synthesis, comparison, induction, deduction, generalisation and systematisation. This methodological framework made it possible to determine the essential characteristics, structure and factors influencing the professional development of lecturers in the system of higher military education, as well as to identify the interrelation between adult learning principles and professional growth in the military environment. Results: The study clarifies the concept of “professional development” in the context of higher military education and defines it as a continuous, purposeful process of self-improvement and acquisition of pedagogical, professional, communicative, digital and leadership competences. It is emphasised that non-formal and informal education contribute significantly to lecturers’ readiness for self-directed learning, reflection, practical application of acquired knowledge and integration of innovative technologies. The directions for improvement are outlined at the departmental, institutional and individual levels, focusing on the creation of a supportive and reflexive educational environment, international cooperation and the development of andragogical competence. Originality: The originality of the study lies in the theoretical substantiation of the andragogical basis of lecturers’ professional development and in the identification of improvement directions that ensure its systematic and continuous nature in the specific conditions of military education. Conclusion: Professional development in higher military schools should be considered as a dynamic process of continuous learning that integrates formal, non-formal and informal educational forms. Its effectiveness depends on the creation of an andragogically oriented environment, promotion of self-education, and development of individual trajectories of professional growth. Further research prospects include the design of innovative models and technologies of adult learning adapted to the needs of military educators and institutions.
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