THE STRUCTURE OF ANALYTICAL COMPETENCE OF FUTURE OFFICERS OF THE NAVAL FORCES

Abstract

The article addresses the development of analytical competence among future officers of the Naval Forces of Ukraine, in the context of the transformation of the military education system and the growing requirements for the professional training of military specialists. The purpose of the article is to substantiate the structure of analytical competence of future Naval officers of Ukraine and to analyze its components and indicators of formation.

The study employs a set of theoretical research methods, including analysis and generalization of scientific sources, comparative analysis of national and international approaches to the interpretation of competence, conceptual and categorical analysis, systematization, and modeling.

The article examines the main approaches to understanding competence (functional, contextual, resource-mobilization, responsibility-and-autonomy-based, and integrative-systemic). It substantiates the relevance of their integration into the military educational context. Based on the generalization of contemporary pedagogical models, four core components of competence are identified: knowledge, skills and abilities, attitudes, and experience. These components align with the international KSA (Knowledge–Skills–Attitudes) model and the provisions of the National Qualifications Framework of Ukraine.

A structural-component model of analytical competence of future Naval officers is proposed, encompassing cognitive, activity-based, emotional-reflexive, and practical-instrumental components. The mental component ensures mastery of the theoretical foundations of logic, critical thinking, systems analysis, and information processing methods. The activity-based component reflects the ability to apply analytical operations in decision-making processes, conduct information search and selection, visualize data, and present analytical findings in a reasoned manner. The emotional-reflexive component includes a commitment to objectivity, cognitive flexibility, and the ability to engage in self-reflection and revise one’s judgments. The practical-instrumental component is associated with experience in applying analytical approaches in professional activity, risk assessment, and managerial decision-making in a dynamic environment.

For each component, content elements, as well as behavioral and outcome indicators of formation, are defined, enabling the operationalization of the concept of analytical competence and laying the foundation for developing diagnostic tools and methodological support for its formation. It is substantiated that analytical competence functions as a system-forming factor in the professional readiness of future Naval officers, integrating the intellectual, personal, and practical dimensions of professional activity.