A COMPETENCE-BASED APPROACH TO DEVELOPING FUTURE OFFICERS’ PSYCHOLOGICAL READINESS FOR PROFESSIONAL SELF-DEVELOPMENT

Abstract

The article provides a theoretical substantiation of future officers’ psychological readiness for professional selfdevelopment, defines its component structure, and proposes an author-developed stage-based model for developing such readiness and monitoring progress, using the training of higher education students at the National Academy of the National Guard of Ukraine as an example. The study employs methods of theoretical analysis and synthesis, terminological analysis, conceptual-structural analysis, generalization and systematization, comparative-logical analysis, and conceptual modeling. The findings include a refinement of the conceptual framework for the categories “psychological readiness,” “professional self-development,” and “psychological readiness for professional self-development,” taking into account the requirements of officers’ professional duties. A component structure of future officers’ psychological readiness for professional self-development is proposed, comprising personal and value-based, motivational and value-based, cognitive– orientational, self-regulatory, and reflective–evaluative components. A stage-based logic for developing readiness and monitoring progress aligned with key educational practices is presented. The model includes: (1) diagnosing the baseline level and setting personal goals; (2) reflection and self-assessment of experience; (3) self-regulation and short-cycle planning of development; (4) integrating the developed skills into simulated and quasi-realistic professional situations with an emphasis on decision-making, ethics, and team interaction; (5) summative assessment of progress and designing an individual plan for further self-development. Scientific novelty lies in substantiating an author-developed component structure of psychological readiness for professional self-development and proposing a stage-based model for developing such readiness and monitoring progress, aligned with key educational practices and training tools for future officers. Practical significance is that the proposed model can serve as an applied framework for planning educational practices in the training of future officers. Prospects for further research include an empirical verification of the effectiveness of the stage-based model in the educational process, including a comparison of the dynamics of components, resilience, selfassessment, quality of reflection, and self-regulation under high workload.