European International Journal of Multidisciplinary Research
and Management Studies
88
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TYPE
Original Research
PAGE NO.
88-91
DOI
OPEN ACCESS
SUBMITED
23 October 2024
ACCEPTED
25 December 2024
PUBLISHED
27 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical Factors of
Choosing A Profession and
Preparing Students for
Military Service at Military
Academic Lyceum Of
«Temurbeklar Maktabi»
Ismatov. B. A.
The director of the military academic lyceum "Temurbeklar maktabi" in
Fergana, lieutenant colonel, Uzbekistan
Abstract:
This article describes the pedagogical factors
of choosing a military profession and preparing
teenagers for military service in military academic
lyceums. There was expressed the importance of
activities aimed at the formation of the motivational
factors and value system for teenagers. Information was
performed on the organizational and pedagogical
conditions that ensure the effective formation of
cognitive, personal, motivational, functional and activity
readiness for military-professional education and
specific military specialization.
Keywords:
Military education, academic lyceum,
pedagogical factors, cognitive components, motivation,
patriotism, career choice.
Introduction:
Today, it is necessary to admit that the era
of globalization and the aggravation of interregional
conflict situations, psychological attacks in the
information fields determine the need for each country
to protect its territories and improve the military
system. In order to improve the military system, military
educational institutions and military academic lyceums,
which prepare future personnel for them, demand
modern knowledge, skills, and competences for
choosing a profession and preparing them for military
service. At the same time, the socio-economic processes
taking place in our country in recent years determined
the need for a comprehensive approach to the
development of the students of military institutions for
the profession of defender of the Motherland. In a
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
comprehensive approach, after graduating from the
military academic lyceum, it is necessary to determine
and justify the organizational and pedagogical
conditions that ensure the effective formation of
cognitive, personal, motivational, functional and active
readiness of students to receive military-professional
education and a specific military specialty. The study of
scientific research on this topic made it possible to
note that this problem is sufficiently developed in
individual functional aspects:
- psychological aspects: This involves considering
personal, motivational, and value-based attitudes
towards pursuing a military career in the future, taking
into
account
diagnostic
and
developmental
considerations (Ф.А.Новожилов, В.В. Треногин, Д.С.
Цыганков). It also examines the crucial professional
qualities of a future officer (И.А. Герасимова, О.Ю
Мацукевич, Е.Юкова).
- pedagogical aspects: This section focuses on military-
professional self-determination, the structure and
content of military-professional training for students
(Т.Г. Мухина, А.В. Паули, Е.М. Михайлова), the
essence and direction of military-patriotic work and
student
development
(В.И.Пилипенко,
А.В.
Асташова, Т.В. Максимова), and the formation of a
military-civilian identity in military school students
(И.В.Еремина, В.Л.Пашута);
- socio-cultural aspects: This explores the methodology
and forms of information and educational initiatives
designed to enhance the prestige and appeal of future
military professions (Ф.А.Новожилов, В.В. Треногин ,
Д.С. Цыганков), as well as the development and
maintenance of military traditions and ceremonies
(И.А. Герасимова, О.Ю Мацукевич, Е.Юкова).
Analysis of existing research on students' readiness for
conscious professional self-determination in their
chosen military specialty shows that its management
aspect highlights the interconnected system of
managerial and psychological factors. V.I. Pilipenko, in
his research, defines "cadet professional self-
determination" as "a complex systemic quality of
personality characterized by a military school
graduate's readiness to work in either a military or
civilian environment," further noting that this
readiness is consistent with a combination of personal,
intellectual,
volitional,
and
value-semantic
orientations that allow for the resolution of theoretical
and practical challenges in both military and civilian
spheres (V.I. Pilipenko, “Pedagogical support for cadets
in
professional
self-
determination,”
[https://www.disserCat.com]).
This
definition
proposes two potential career paths for graduating
cadets: military service or a civilian profession, thereby
expanding options for future professional choices. The
effectiveness of pedagogical factors in the professional
self-determination of military academic lyceum
students is evidenced by the graduates' desire and
preparedness to pursue military professional training
and further self-discovery within the military field. The
concept of "students' military-professional self-
determination"
thus
involves
the
conscious
identification of their personal traits, attitudes,
intellectual and cognitive capabilities, and the
confirmation of their personal stance in professionally
choosing their future military career.
This research was conducted at the Fergana
Temurbeklar School Military Academic Lyceum. The
article's content is based on an analysis of scientific
literature on the problem of students' military-
professional self-determination, as well as the results of
the author's experimental research and vocational
guidance practices. The organizational and pedagogical
factors
shaping
the
military-professional
self-
determination of Temurbeklar School students were
analyzed as a set of school resources and capabilities;
their implementation contributed to the effective
development of cognitive, personal-motivational,
functional, and active aspects. The following factors are
crucial in preparing students for military professional
training and military service:
- Organizing military-patriotic projects: Implementation
of projects within the framework of both in-class and
extracurricular activities.
- Integrating interdisciplinary military-professional
approaches: Combining interdisciplinary military-
professional and pedagogical activities to shape the
cadets' military-civilian identity.
- Incorporating supplemental educational programs:
Introducing additional educational programs into the
military career guidance process.
- Integrating military traditions and ceremonies:
Integrating a system of military ceremonies and
traditions into the life of the “Temurbeklar maktabi”.
We will describe the content and potential of the
organizational-pedagogical conditions which mentioned
above.
The implementation of military-patriotic projects within
classroom and extracurricular activities allows cadets to
demonstrate their intellectual abilities and present their
accomplishments (both individual and collective).
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European International Journal of Multidisciplinary Research and Management Studies
Specifically, participation in regional military events
and patriotic celebrations, including programs and
performances
showcasing
exemplary
combat
scenarios,
fosters
self-confidence,
professional
competence, and pride in their chosen profession. The
opportunity to interact with veteran retirees and
officers further reinforces positive attitudes towards
their future military careers.
The
integration
of
interdisciplinary
military-
professional and pedagogical approaches in shaping
cadets' military-civilian identity is achieved through
group work within a military professional training
program. This program consists of core modules
focusing on: "Military Professions and Specialties,"
"Uzbekistan's Military Higher Education Institutions,"
"Military Symbols and Ceremonies," "Psychological
Foundations of Military Service," and "Team
Management." Interactive teaching methods are used
in theoretical and practical sessions to help cadets
understand the variety of military professions and
service types. This approach also allows cadets to
connect
their
personal
attributes
with
the
requirements for personal, business, and leadership
skills within the military. The integrated nature of the
military-professional focus is evident in its inclusion as
a variable component of the core curriculum, its
presence within the content of various subjects and
elective courses, and its implementation within pre-
professional military training and patriotic education.
There has been included study club trainings in the
introduction of additional educational programs to the
process of military professional guidance, in the
training module of additional trainings, of the
"Robotics" and "Aviation", where students can develop
algorithmic and programming skills through the design
method. By developing logical and algorithmic thinking
among cadets in the development of personal projects,
trainers form the digital competence of future military
personnel. Within the military-patriotic direction,
additional programs are being implemented in order to
teach such types of shooting, military sports as
wrestling, hand-to-hand combat, shooting from a
machine gun. In the lyceum, practical integration of
general and additional education is carried out in the
form of an individual educational course designer,
where each student can choose an additional program
that interests him, in addition to the fixed general
education. Mastering the program is determined on
the basis of at least 75% participation in the program
course and the presence of important results of the
selection activity confirmed by diplomas, certificates,
protocols.
Introducing the system of military rituals and traditions
into the life of the "Temurbeklar maktabi". It is
considered as the system of military rites and traditions
in military professional education is of great importance
in the formation of not only patriotism in students, but
also in the formation of a future officer. According to
pedagogical studies (D.F. Ilyasova, E.Yu. Zhukova) in the
essence of symbols, rituals and traditions in the military
education system, the potential of military symbols and
rituals in the successful military-professional self-
determination of students is very high, because there
are three main directions in the activity of military
relations: combat (raising / lowering the State flag of the
Republic of Uzbekistan, military oath; marching in
military ranks, etc.); combat training (exercise
inspection, guarding facilities, etc.); daily life (routine,
military salute).
Thus, the ideological essence of military symbols,
rituals, traditions and their emotional perception help
future officers in further military-professional to boost
their self-formation. In order to develop the value
system among students and to form their military-
civilian personality, the social and pedagogical
condi
tions of the “Temurbeklar maktabi”, the student's
values are determined by the maturity of his value
orientations, his participation in society, the scope of his
interests, and social and communicative interaction.
A.V. Kirakova in her studies on the formation of value
orientations emphasizes the need to consider them
from the point of view of process and result. (Kiryakova
A.V. "Pedagogical axiology" (Study guide). NITs INFRA-M
2023. As a result, orientation is characterized by a
foundation of knowledge for further development and
improvement, on the basis of which an emotional state
of confidence in the correctness of one's thoughts and
actions appears. Orientation as a process is an algorithm
of sequential actions that lead to the desired result from
the plan and the selection of means to achieve it. Thus,
a person's values are manifested in his activities and
actions (setting a goal - developing an action plan -
implementing the plan - evaluating the result, its
appropriateness) and are closely related to his self-
awareness and personal characteristics. The formation
of military-civilian personality of students in
"Temurbeklar maktabi" is carried out according to its
following
components:
cognitive,
axiological,
emotional-volitional
and
reflexive-active.
The
psychological-pedagogical work system is built taking
into account the age characteristics of students, all
participants of educational relations (pedagogical staff,
students and parents) are involved in it.
Recognizing the life and professional values of the
future officer and observing them in his life is one of the
criteria for the formation of military-civilian identity.
During the research, among the 1st-2nd year students
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European International Journal of Multidisciplinary Research and Management Studies
of "Temurbeklar maktabi" (110 in total), the reasons
for choosing military vocational education and their
readiness to continue military vocational education
and military service in the future were studied through
a questionnaire, and the following results were
determined:
48.9% chose the "Temurbek School" because they
were interested in the military since childhood, 39.3%
chose it because of their own desire, and 8.5% because
of their family's desire. It was found that 88.7% stated
that they did not regret this choice, and 1.5% stated
that they regretted their choice because they were
interested in another field (diplomacy, economics) and
entered this educational institution with the choice of
family members.
In response to the question "In the future, based on
your goals, do you want to continue studying at higher
military educational institutions?": 92.9% of them
answered “yes, of course”; 4.3% said no, and 2.2%
answered that I don't know, I haven't thought about it
yet. To explain this they answered due to the fact that
thay could not pass the medical examination, their
height was below the norm, and their weight was not
enough; they could not be a soldier because of some
of their shortcomings; so they want to enter
diplomacy, economics.
The comparative analysis of the results obtained at the
stages of identification and formation of the
experiment made it possible to note the positive
dynamics of the formation levels of cognitive,
personal-motivational, functional and activity of
students to receive military professional education.
Thus, experimental tests allowed to prove the
effectiveness of the described organizational and
pedagogical conditions.
CONCLUSION
As a conclusion, it should be said that the formation of
military-professional self-determination of military
academic lyceum students will help them to
understand the value and importance of military
service in the interests of national security of the
country. For personal development of professionally
important
qualities
(responsibility,
discipline,
collective will, stress resistance, critical thinking, etc.);
acquire knowledge about the nature and types of
military service; integration of general and additional
education, modern military professional activity
strengthening training for specialized professions
based on their requirements; organization of
educational process by pedagogic personnel with
special training and experience in military service.
Management of the formation of military-professional
self-determination of students helps to combine
various directions of educational activities for the
development of the basic educational program, the
implementation of educational programs, vocational
guidance,
additional
educational
courses
and
psychological support. Comprehensive implementation
of the described organizational and pedagogical
conditions ensures the successful implementation of
military-professional self-determination of students,
receiving military-professional education and a specific
military specialty after graduation.
REFERENCES
Ramatov J. Forming the virtue of patriotism in children
is the main task of the educational institution. "Spiritual
and spiritual technology of patriotism in the context of
globalization". Scientific-practical conference materials
of the republic. Armed Forces Academy of the Republic
of Uzbekistan. - Tashkent, 2G19, pages 129-131.
Kiryakova A.V. "Pedagogical axiology” Textbook. NITs
INFRA-M 2023
V. I. Pilipenko "Pedagogical support for cadets in
professional
self-determination"
https//www.disserCat.com
