The article deals with the problem of the formation of the moral potential of students in educational organizations. Conceptual and theoretical statements about the essence and content of the moral potential of students are formulated. Sociological data on the research problem are given.

The article is devoted to the issues of improving the professional training of students in military educational institutions based on the identification, generalization and systematization of the criteria for the effectiveness of the application of the problem-activity approach to the training of cadets and students in a higher military school.

The article describes and analyzes the most important stages of the pedagogical and scientific activity of the academician and vice-president of the Russian Academy of Education, chairman of the expert council of the Higher Attestation Commission on psychology and pedagogy, David Iosifovich Feldshtein (1929–2015). The emphasis is on his pedagogical and organizational skills, as well as his studies of developmental psychology, considered in a cultural and historical context.

The article provides a justification for the need for phased design of the electronic educational environment of a military university at three qualitative stages corresponding to the qualitative stages of the cadet’s training: reproductive, productive, postproductive. The identified didactic conditions for the effectiveness of designing electronic educational resources in a higher military school are disclosed.

The problem of formation of professional readiness of students remains relevant for the higher education system. The cognitive component, as one of the components of professional readiness, is characterized by the amount of knowledge (breadth, depth, consistency), the style of thinking, the formation of skills and abilities necessary for a future specialist. The article is devoted to the use of concept maps as an effective method of forming professional knowledge in higher education. The article examines the sequence of introduction of concept maps into the learning process, formulates requirements for the development of concept maps, describes the results of systematic use of concept maps in the formation of the cognitive component of professional readiness of students, the features of using the method in group work, the evaluation system of concept maps developed by students.

The article examines the historical and pedagogical prerequisites of education and the development of the methodological activities of teachers of higher education in general, and higher military school in particular. The paper highlights the most significant stages of the formation of the scientific category under study, both as an important component of the pedagogical system and as an independent pedagogical process aimed at improving the pedagogical skills and professionalism of the teaching staff.

The article provides a historical analysis of the formation of the Armenian army, with the formation of Armenians as a people. The activities of well-known historical political and military figures, spiritual mentors in patriotic education, morale-combat training and the formation of troops are presented. The philosophical and ideological principles developed simultaneously with the development of military art, which were set out in the “Regulations of the code of honor of the Armenian military of the 4th-5th centuries”, are revealed.