The article is devoted to the problem of personal motivation. The definitions of the concept of “motivation” are considered. Attention is paid to the motivation to achieve success and avoid failure. The results of a study of the motivation to achieve success and avoid failure of students of a higher educational institution are presented. Features of the behavior of people with the studied types of motivation are shown.

The article discusses the statement about the dominance of the motivational-value component over others in the development of the readiness of cadets of training military units for professional self-education. The study involved 123 cadets of the training battalion studying under the training program for military personnel, accepted for military service under a contract in military units for the protection of important state facilities, special cargo, facilities on communications. A comparative analysis of the hostel and educational motivation of cadets of the training battalion was carried out. The leading motives are revealed, and their comparative analysis is carried out at different stages of cadets’ professional training. Scientific novelty lies in the study of the influence of the motivational-value component on the readiness of cadets for self-education within the framework of the training program. As a result of the study, the need for purposeful creation of conditions for the development of the motivational-value component of readiness for self-education among cadets in training military units was revealed.

The article discusses some features of the methodology of teaching specialized text in special disciplines of foreign military personnel. Some characteristic features of teaching RCT that contribute to the formation of language competencies in foreign military personnel are analyzed.

The article is devoted to the study of problems concerning the education of foreigners. The ways of overcoming the difficulties encountered in teaching this category of students are considered. Attention is drawn to the national and cultural characteristics of foreign students, methodological recommendations are given to teachers.

The article reveals the features of professional deformation of the personality of cadets in the process of their training at a military university. The main factors that have a significant impact on the professional deformation of cadets are: the characteristics of their self-actualization in their future profession, as well as the levels of professional burnout and satisfaction with military professional activities. It has been established that the professional deformation of cadets directly depends on their creativity, spontaneity, autosympathy, contact and flexibility in communication. The article proposes a program for the prevention of professional deformation of cadets.

The paper presents results of an empirical study of psychological lifespan in early adolescence. The paper primarily focuses on the connecting component of the psychological lifespan structure, which is responsible for maintaining cohesion between the past, the present, and the future. The relevance of the study comes from the possibility to utilize knowledge of psychological lifespan in early adolescence to increase effectiveness of professional training. The empirical study involved freshman and sophomore students. The study revealed that psychological lifespan specifics at this age are related to the degree of wellbeing experienced in the past, rather than to the actual choice of profession. Young people with the negative or almost positive past do not make plans about the future, whereas those who have earlier experienced and eventually overcome difficulties plan their future consciously.

The article reveals the essence and content of military-patriotic education in the Training Center for youth of the Arctic region «IN THE NORTH — TO LIVE». The article presents a system of training young people for service in the Armed Forces of the Russian Federation, which includes nine modules, namely: a historical and theoretical module; a module of the basics of sociocultural, economic progressive development of the Arctic region; a module of the basics of initial tactical training; a module of the basics of fire training; a module of the basics of first aid and tactical medicine; a module of physical training; the module of the basics of drill training; leisure module; the module of the basics of emergency prevention, as well as conducting a control lesson. The result of this work is to foster a sense of patriotism among young people, love for the Motherland, the formation of a positive attitude towards the Armed Forces of the Russian Federation and the upcoming military service; to increase the level of physical fitness of young people; to strengthen the somatic health and mental stability of young people.

The article, from a pedagogical position, reveals the features of the content of individualization of foreign language teaching for cadets of military command universities, including the following areas of teacher activity: organization of classroom and independent work, creation of a pedagogical environment that takes into account the personal characteristics of cadets.

The article presents the results of a study on the peculiarities of the formation of a responsible attitude among young students to the handling of weapons, highlights the general theoretical foundations that determine the formative model. The proposed version of the programs included in extracurricular activities allows you to expand the possibilities of the educational potential of this component. The organization of a rich moral and legal practice acts as a means capable of helping to reduce social risks among students.

The article deals with the problems of formation of professionally important qualities of officers of the Russian Navy in the course of military-political work. The research data on the priority professionally important qualities of naval officers and methods of their formation are presented.

The article describes a pedagogical experiment and research for formatting the cadets' information and computer competence under the military university's information educational environment. The hypothesis of positive influence of the cadets' information and computer competence level on the level of their success in solving educational and professional tasks by means of information technology is investigated. The methodology, purpose, objectives and hypothesis of the research are described. The validity of the selection of experimental and control groups, compliance with the equalized experimental conditions are considered and statistically proved. Using data analysis, statistical tests and criteria, the main hypothesis of the pedagogical experiment is substantiated and proved.

The article is devoted to the problem of the development of pedagogical culture of an officer of the Russian Army. It shows the role of culture and pedagogical culture in the formation of the spiritual and moral image of the individual in the past and in the current conditions. The essence, content, structure of the officer’s pedagogical culture and the directions of its improvement are considered.

The analysis of A. S. Makarenko’s views on the essence and nature of pedagogical logic in the organization of the educational process is carried out in the article. Pedagogical logic is considered as the implementation of the dialectical logic requirements in intellectual and organizational activities. The characteristic features of A. S. Makarenko’s pedagogical logic are revealed: dialectic, systematic approach, practicability, activity of the foster-child in the pedagogical process. The possibility of applying the pedagogical logic of A. S. Makarenko in the modern practice of education in the Russian National Guard Troops is shown. It is noted that it is unacceptable to simplify the ideas of A. S. Makarenko in problems of pedagogical logic.

In the article, a person’s lifestyle in a cultural landscape is considered as a consequence of the implementation of a pedagogical model of the formation of a lifestyle. The purpose of the article is to theoretically substantiate, develop and test a pedagogical model that will shape the life style of students in the cultural landscape. The methodological basis of the study is coevolutionary subjective, activity, transdisciplinary, integral, situational, cultural, ecological, landscape, environmental approaches, as well as some principles that embody them. Educational modeling and design were key theoretical methods. The created pedagogical model combines target, content, procedural, technological, productive and evaluative components.

“Hello, I’m back, what do you have for me?” This is how a request for psychological assistance is currently being made for fighters and their family members who have returned from a special military operation (the password is “SVO” of the group “In Contact”). On July 1, 2023, an order of the Ministry of Health of the Russian Federation came into force, including the resources of all helping professions — doctors, social workers, psychologists, teachers to improve the effectiveness of providing various types of support. The article deals with modern ideas about post-traumatic stress disorder in the context of combat mental trauma. The features of diagnostic and correctional work of reflexive dialo therapy are revealed. Some methodological techniques of pedagogical eventfulness are described as a system of psychological and pedagogical interactions that ensure the creative orientation of the individual.

The article analyzes the essence of pedagogical technology of didactic design of personnel training in higher education institutions of the Ministry of Defense of the Russian Federation, substantiates its structure, reveals the content of each element of technology, characterizes its role. The content of the article is focused on the grounded and practical application of pedagogical technology in the training of officers, as well as the improvement of pedagogy of the higher military school.

The article discusses aspects of teaching listening in the process of teaching a foreign language at a language university. The author analyzes the concept of listening from the point of view of pedagogy, methodology and psychology. The main content of the study is the analysis of listening as a receptive type of speech activity in general, and in particular the author considers this type of speech when teaching students of the Philology direction. The author emphasizes the competencies on which the teacher relies in teaching students of this direction, as well as the stages of development of auditory skills. The article analyzes different types of listening in accordance with different approaches. Considerable attention is paid to teaching listening on the basis of competence-based, personality-oriented and interactive approaches. The author comes to the conclusion that the purpose of teaching foreign languages at the university is to teach communication, which implies the development of communicative and auditory skills.

The article deals with the issues of interaction between the teacher and students, reflecting their general image in the process of formation of the last passionary qualities. At the same time, the author proposes the organization and conduct of training sessions in the specialty only by the teacher who is necessarily a carrier of passionate energy. In order to actualize the problem of training specialists whose activities are associated with a risk to health, and physically hard work is often performed in adverse environmental conditions, it is proposed to consider the solution of the pedagogical problem on the example of the organization of the educational environment in the preparation of cynologists-figuranty in cynological units of the federal executive authorities of the Russian Federation.

The article reveals the essence and content of the leading pedagogical ideas of the outstanding Russian classic of Soviet pedagogy A. S. Makarenko and identifies the main directions of their use in the process of professional training of future officers. The fundamental differences between teaching and upbringing, the specifics of “team pedagogy”, the critical position of A. S. Makarenko to the opponents of official pedagogy are revealed. The accentuation of methodological provisions based on the fundamental foundations of the pedagogical concept of A. S. is reflected. Makarenko and his practice-oriented achievements are presented, which are really and potentially aimed at solving the state task of educating a new person in the system of collective formation, as a means of building the future of the country and humanity.

The article discusses pedagogical ideas of N. F. Sumtsov in practical activities of secondary and lower educational institutions of the Russian Empire at the end of the XIX century. The main content of the study is the analysis of N. F. Sumtsov’s pedagogical ideas for improving the education process in general, and in particular, it is about the competent choice of effective ways and methods of teaching, the rational ratio of mental, physical, aesthetic education of students for their comprehensive harmonious development. The contribution of the teacher to the development of librarianship in the Russian Empire is emphasized, the result of his initiative to open libraries for students in every educational institution of the Russian Empire is described. The article analyzes N. F. Sumtsov’s approach to the consideration of didactic principles and their importance in teaching students of secondary and lower educational institutions of the Russian Empire in the period under study. Considerable attention is paid to the successful implementation of N. F. Sumtsov’s progressive pedagogical ideas in the practice of the Pushkin School. N. F. Sumtsov’s position in relation to the teacher as the main standard of knowledge deserves special attention. The author comes to the conclusion that the rich pedagogical heritage of N. F. Sumtsov can be reconsidered by modern teachers and used in the modern educational process in primary and secondary schools.