METHODOLOGY FOR ASSESSING CRITICAL THINKING DEVELOPMENT IN OPERATIONAL-LEVEL OFFICERS

Abstract

The article focuses on the theoretical and empirical substantiation of a set of psychodiagnostic methods designed to objectively assess the level of critical thinking development in operational-level officers. The relevance of this research arises from the need to enhance the effectiveness of military personnel in the context of modern armed conflicts, where critical thinking plays a key role in ensuring the timeliness and validity of command decisions. Critical thinking is viewed as a complex psychological phenomenon that incorporates metacognitive, cognitive, and socio-communicative components. The metacognitive component is responsible for reflective control over thought processes, facilitating self-regulation and evaluation of personal decisions. The cognitive component ensures the analytical and synthetic information processing, enabling officers to accurately assess combat situations and predict potential outcomes. The socio-communicative component develops the ability to engage in constructive teamwork during decision-making processes. Based on theoretical and methodological analysis, as well as empirical data, a comprehensive set of psychodiagnostic tools has been justified, aimed at assessing the development levels of each critical thinking component. Three levels of critical thinking development have been identified: high, medium, and low. This differentiation allows for a personalized approach to officer training, timely identification of the need to enhance their critical thinking skills, and the development of individualized psychological support programs aimed at improving decision-making efficiency under combat conditions. Such differentiation also enables the identification of specific groups of officers requiring targeted interventions to strengthen their critical thinking, which, in turn, contributes to improving the overall quality of professional military training.