UDC 37:013

Shishlyannikov A.V.¹ (Ryazan, Russian Federation) – andreyshi85@bk.ru

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

Abstract. The preparation of a future officer for research activities faces a contradiction between the high level of regulation in a military higher education institution and the need for individual educational trajectories, the development of cadets’ internal motivation, and the maintenance of a favourable psychological climate to reduce stress from research work. The mentoring model applied in most military universities, which involves only teaching staff, does not fully ensure the formation of practice-oriented research competencies due to the high workload of the professorial and teaching staff and communication barriers between instructors and cadets. The aim of this work is to theoretically substantiate and present a structural-functional model of pedagogical support for the research activities of cadets in a military university in the form of collaborative mentoring. The research is based on systemic, activity-based, competency-based, acmeological, and person-oriented approaches. Theoretical methods were used: analysis of scientific and pedagogical literature, modelling, and synthesis. The area of application of the results is the system of higher military education, officer training programmes, the activities of military scientific societies, and university research laboratories. For the first time, a collaborative mentoring model is proposed that integrates three subjects of support: the teacher (methodological foundation), a tutor from among senior cadets, representatives of the military-industrial complex and related economic sectors, combatants (horizontal support), and the cadet learning research activities. The model overcomes the limitations of traditional approaches (descriptive nature without considering the real problems of officer training, low flexibility, lack of personalisation). The developed model includes methodological, target, content-related, organisational-activity, and evaluative-resultative blocks; implements the principles of integrity, convergence, activity, reflexivity, and subjectivity; and defines the structure of a cadet’s readiness for research activities and the content of activities for its formation. The result is the formation of cadets’ readiness for research activities primarily at a productive-creative level.

Keywords: pedagogical support, research activity, mentoring, collaborative model, military university, cadets, readiness for research, subject-subject interaction.

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For citation: Shishlyannikov, A. V. (2026). Model of pedagogical support for research activities of future officers. CITISE, 2, 670–681. (In Russian).