ESSENCE AND STRUCTURE OF FUTURE MILITARY ENGINEER’S SELF-EDUCATIONAL COMPETENCE

Abstract

The article deals with the urgent issue of military engineers’ education in the context of the fast-paced world and the need to perform official duties in the uncertain conditions of hybrid wars, ambiguous choice of permanent directions of military threats, rapid development of military weapons and technology, transfer of military conflicts to cosmos and virtual space requiring graduates of higher military educational establishments to possess «tools» for training, «continuing education» and «retraining».

Providing this opportunity, the authors associate with the formation of a future military engineer’s self-education competence by which is understood the system of military and technical knowledge, practical abilities and skills acquired in the proses of education at a higher military educational establishment, which is manifested in the need for continuous self-development and self-improvement in the personal as well as in the military professional sphere, the ability to independently identify and correct the «knowledge defect» in the context of the latest developments in military equipment and armament; possessing «tools» for obtaining, processing and critical analysis of information in the social and military professional fields; experience of continuous improvement and self-mastery of military professional knowledge; a future military engineer’s self-education competence provides an opportunity for professional activity and life in a rapidly changing society.

The structure of the future military engineer’s self-educational competence has been presented. It has been represented by three components: the emotional-value component, which includes the need for self-development, the attitude to self-education and self-upbringing, perception of change; the subject-to-personal component, which combines the ability to educate and self-educate, to adapt quickly and acquire knowledge personally and in a team; the professional-organizational component, which contains the ability to plan processes of self-education and self-upbringing, the ability to «upgrade» knowledge and experience in solving problems of professional development.