UDC 37:013

Shishlyannikov A.V.¹ (Ryazan, Russian Federation) – andreyshi85@bk.ru; Petrenko A.A.² (Ryazan, Russian Federation) – a.petrenko1@yandex.ru

¹Ryazan Higher Airborne Command School named after V.F. Margelov

²Ryazan State University named after S.A. Yesenin

Abstract. Readiness for research activities is an important prerequisite for high-quality military training, but the existing mentoring system is not always able to solve this problem. The analysis of pedagogical sources revealed the presence of problems in the pedagogical support of the process of preparing cadets for research work, among which are the organizational features of the university, the communicative difficulties of mentors with trainees, manifested in a formal approach to mentoring and the lack of understanding of the true difficulties of cadets in the process under study. In this regard, the purpose of this course is to analyze existing problems in the process of forming cadets’ readiness for research activities from the perspective of mentors and mentees. As a result of experimental work on this problem on the basis of the Ryazan Higher Airborne Command School named after V.F. Margelov, the most typical problems of cadets were identified from the perspective of their mentors (teachers, scientific supervisors) and trainees. The number of examined cadets is 328 people, teachers – 38. As a result, it was found out that teachers have a fairly high motivation for research activities and are ready for it. Teachers are interested in mentoring, highly appreciate the possibility of cooperation with cadets in the field of research, but underestimate their capabilities and level of motivation. At the same time, teachers tend to overestimate the frequency of occurrence of a number of problems that, in their opinion, hinder the full-fledged research activities of cadets. The analysis of the results of the student survey indicates that the cadets are not sufficiently interested in research activities, but at the same time the mentor is quite important in this process (for example, conducting joint research is used as an excuse to interact with a significant teacher). An objective assessment of the problems faced by cadets in carrying out research does not always correlate with the teachers’ ideas about them, which indicates a lack of understanding of the objective reality of research carried out by cadets at a military university. The theoretical significance of the article consists in analyzing and problematizing the statistical data obtained regarding the level of motivation for research activities and the quality of relationships with a mentor among military university respondents. For the first time, the discrepancy between the assessment of cadets’ research activities by both teachers (mentors) and trainees (mentored) has been demonstrated. The practical significance consists in identifying typical problems in the organization of the process of forming cadets’ readiness for research activities, which makes it possible to make effective adjustments to the mentoring system and develop promising areas of pedagogical support for cadets in the form of mentoring (improving interpersonal communication, using remote interaction formats, increasing cadets’ motivation for research work, and others).

Keywords: mentoring, research activities, military university cadets, readiness for research activities, motivation.

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For citation: Shishlyannikov A.V., Petrenko A.A. Problems of pedagogical support for the formation of cadets’ readiness for research activities in the form of mentoring. CITISE, 2025, no. 3, pp. 744-758.