The Reshaping of Professional Discourse among Young Military Leaders during the COVID-19 Pandemic in Ukraine

Abstract

The research aimed to outline the features of “new normal” communication behavior of young military leaders due to the COVID-19 pandemic influence. To study this critical problem we used some general scientific and empirical methods like literature analysis, synthesis and theoretical modelling, pedagogical experience, statistical data processing. The author found that the changes include development of closed and indirect forms, introduction of new lexical, grammatical, and stylistic units, fake information spread, misuse of information and communication technologies (ICT), periodical refusal to message with non-verbal tools. The findings show that professional discourse among young military leaders changes fast because of the COVID-19 pandemic. And the transformations involve different communication behavior, the more significant role of leaders in study group especially in the context of peer-to-peer learning, critical thinking development, independent production and comprehension of professional utterances, higher responsibility of a speaker. The experiment demonstrates that military officers and cadets are likely to cope with new “rules of the game” and they continue to carry out security tasks prioritizing discipline, considerable motivation, psychological readiness to high-risk conditions and adaptability to counteract dramatic challenges. The article is one of the early researches reviewing the features of young military leaders’ discourse and describing its current transformations. The research can contribute to developement of recommendations for professional discourse improvements and, consequently, to enhance the efficiency of professional activities of military officers.

Fostering Digital Transformations in Military Engineering Education: Introduction of a Technology-Enhanced Learning Environment

“…According to Pinchuk & Prokopenko (2021), these tools play a crucial role in preparing military engineers to carry out complex professional and combat tasks as well as remain competitive in a rapidly evolving technological landscape of military activities. It is worth mentioning that the COVID-19 pandemic has forced HMEIs, similar to civilian educational institutions, to transform their teaching approaches and launch a digitalization process for the continuity of education (Bhinder, 2022). Bularca et al (2024) thought that it resulted in the emergence of a new phenomenon called "crises-military e-learning (cmel)".…”

“…At the same time, higher educational institutions are pivotal players in producing essential knowledge for innovations, consequently enhancing the process of future professionals' training to meet the demands of tomorrow's workforce and adapt to new digital trends. Considering a number of emerging threats, the role of military education is increasing since it is oriented toward strengthening national security efforts and building military leadership able to operate in a dynamic setting and make strategic decisions under pressure (Bhinder, 2022). The primary mission of military engineering education is to prepare cadets to be technically proficient, innovative, and adaptable professionals who can address complex challenges using digital technologies (Kompan & Hrnčiar, 2022).…”