The Use of Interactive Teaching Methods in the Professional Military Training of Future Reserve Officers in Higher Education Institutions
Keywords:
Digital Pedagogy, Instructional Design in Military Education, Interactive Learning Strategies, Simulation-Based Training, Technological Competence
Abstract
Purpose of the study: The article examines improving professional military training for future reserve officers in higher education through interactive teaching methods. It analyzes their use across courses, evaluates effectiveness from students’ perspectives, and identifies organizational, content, and resource barriers. Particular attention is given to instructional design, emphasizing learner engagement, decision-making, feedback quality, and learning outcomes supported by digital simulations within contemporary technology-enhanced educational environments.
Methodology: The study employed regulatory document analysis, classroom observation, and an empirical survey conducted at the Department of Military Training of Ivan Chernyakhovsky National Defence University of Ukraine. The sample included 92 respondents, comprising 44 teachers and 48 students.
Main Findings: The results show that only 43% of classes applied interactive methods, while most relied on traditional lectures. Situational modelling (83%) and role-playing (71%) were most frequently used and rated highly effective by students. In contrast, multimedia simulations and self-management methods were least applied due to technical and methodological limitations. Key barriers included limited preparation time, restricted digital access, formalized assessment, and insufficient readiness. Findings reveal a gap between method frequency and learning impact, with simulation-based approaches most effective for developing flexible thinking, teamwork, cognitive load regulation, and situational adaptability.
Novelty of this study: The study provides a systematic analysis of interactive training practices in Ukrainian military education focused on reserve officer preparation. It contributes to understanding how interactive and simulation-supported methods can enhance instructional design and offers practical recommendations for course restructuring, methodological support, and institutional development.
References
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[36]. X. Zhang, “The effect of English as a foreign language teachers’ optimism and affectivity on their psychological well-being,” Front. Psychol., vol. 12, Dec. 2021, doi: 10.3389/fpsyg.2021.816204
[2]. A. Fullerton, D. Hatch-Tocaimaza, and A. Meltzer, “Professional military education in the Marine Corps Reserve: A narrative inquiry,” New Horiz. Adult Educ. Hum. Res. Dev., vol. 32, no. 2, pp. 19–32, Jun. 2020, doi: 10.1002/nha3.20285
[3]. M. Powell, and D. Townley, “The challenges and opportunities for academics in professional military education,” J. Strateg. Stud., pp. 644–661, Feb. 2025, doi: 10.1080/14702436.2025.2467746
[4]. M. W. Boyce, R. H. Thomson, J. K. Cartwright, and D. T. Feltner, “Enhancing military training using extended reality: A study of military tactics comprehension,” Front. Virtual Real., vol. 3, Jul. 2022, doi: 10.3389/frvir.2022.754627
[5]. E. Yogaswara, S. F. Wibowo, and A. D. Buchdadi, “Effectiveness of interactive learning methods in national defense education,” J. Inf. Syst. Eng. Manag., vol. 10, no. 8s, pp. 448–455, Oct. 2025, doi: 10.52783/jisem.v10i8s.1089
[6]. C. A. McCarrick, A. Moynihan, M. F. Khan, F. Lennon, M. Stokes, S. Donnelly, H. Heneghan, and R. A. Cahill, “Impact of Simulation Training on Core Skill Competency of Undergraduate Medical Students,” J. Surg. Educ., vol. 81, no. 9, pp. 1222–1228, Sep. 2024, doi: 10.1016/j.jsurg.2024.06.006.
[7]. V. Savchenko, A. Derevjanchuk, T. Dzyuba, and D. Moskalenko, “Intensive Training Model for Artillery Cadets Using 3D Simulators,” Adv. Military Technol., vol. 18, no. 1, Feb. 2023, doi: 10.3849/aimt.01786.
[8]. O. Binsch, C. Bottenheft, A. Landman, L. Roijendijk, and E. H. G. J. M. Vermetten, “Testing the applicability of a virtual reality simulation platform for stress training of first responders,” Mil. Psychol., vol. 33, no. 3, pp. 182–196, Jan. 2021, doi: 10.1080/08995605.2021.1897494
[9]. A. Fullerton, D. K. Hatch–Tocaimaza, and A. Meltzer, “Professional military education in the Marine Corps Reserve: A narrative inquiry,” New Horiz. Adult Educ. Hum. Res. Dev., vol. 32, no. 3, Jun. 2020, doi: 10.1002/nha3.20285
[10]. R. Haugegaard, “Culture as operational enabler: Training Danish officers to understand the interaction between cultural dynamics and military operations,” in J. Soeters, and D. Winslow, Eds., Teaching Cultural Competence in the Military: The Danish Experience, 2020, pp. 97–116. doi: 10.1007/978-3-030-36766-4_7
[11]. D. J. Harris, T. Arthur, J. Kearse, M. Olonilua, E. K. Hassan, T. C. De Burgh, M. R. Wilson, and S. J. Vine, “Exploring the role of virtual reality in military decision training,” Front. Virtual Real., vol. 4, Feb. 2023, doi: h10.3389/frvir.2023.1165030
[12]. P. Jalowska, and A. Prokopczyk, “Physical fitness of students based on a test used to assess the physical fitness of soldiers of the National Reserve Forces,” Phys. Educ. Stud., vol. 26, no. 5, pp. 245–252, Aug. 2022, doi: 10.15561/20755279.2022.0502
[13]. N. W. Fraulini, M. D. Marraffino, A. E. Garibaldi, C. I. Johnson, and D. E. Whitmer, “Adaptive training instructional interventions: A meta-analysis,” Mil. Psychol., vol. 36, no. 5, pp. 479–493, Jul. 2024, doi: 10.1080/08995605.2024.2377884
[14]. J. Kosonen, J. Vekkaila, and H. Pullinen, “Flipping army conscripts’ training with the support of ADL learning assets – Rewards and challenges in the context of Finnish army reserve officer training,” Scand. J. Mil. Stud., vol. 6, no. 1, Aug. 2023, doi: 10.31374/sjms.182
[15]. D. Last, C. F. Roennfeldt, and B. Mendes, “Collaborative multinational military education: Arctic simulation,” Scand. J. Mil. Stud., vol. 4, no. 1, May 2021, doi: 10.31374/sjms.41
[16]. Cabinet of Ministers of Ukraine. “On approval of the Strategy for the development of higher education in Ukraine for 2022–2032 (Order No. 286-р).” Verkhovna Rada of Ukraine. Accessed: Oct. 29, 2025. [Online.] Available: https://zakon.rada.gov.ua/laws/show/286-2022-%D1%80#Tex
[17]. General Staff of the Armed Forces of Ukraine. “Professional standard of a tactical level officer (ВОС320100). Approved by the General Staff of the Armed Forces of Ukraine.” General Staff of the Armed Forces of Ukraine. Accessed: Oct. 30, 2025. [Online.] Available: https://nuou.org.ua/assets/documents/profesiinyistandart-017-2020.pdf
[18]. Ministry of Defence of Ukraine. “Methodological materials.” Ministry of Defence of Ukraine. Accessed: Nov. 2, 2025. [Online.] Available: https://mod.gov.ua/diyalnist/normativno-pravova-baza/metodichni-materiali
[19]. North Atlantic Treaty Organization. “NATO education, training, exercises and evaluation policy (MC 0458/4 FINAL).” NATO Military Committee. Accessed: Oct. 29, 2025. [Online.] Available: https://www.coemed.org/files/Branches/DH/0458-4_20230103_NU_NATO_EDUCATION_TRAINING_EXERCISES_AND_EVALUATION_POLICY.pdf
[20]. National Defence University of Ukraine. “List of specialties, educational programs and licensed scope in which military specialists are trained at the National Defence University of Ukraine.” NUOU. Accessed: Nov. 3, 2025. [Online.] Available: https://nuou.org.ua/assets/documents/list-edu-progs.pdf.
[21]. North Atlantic Treaty Organization. “Education, Training, Exercises and Evaluation Policy (MC 0458/4).” NATO Military Committee. Accessed: Oct. 31, 2025. [Online.] Available: https://www.adlnet.gov/assets/uploads/nato-adl-handbook-7-31-2019.pdf.
[22]. S. J. Caffery, B. D. Ferrari, and M. G. Hackett, “Military Medical Simulations-Scoping Review,” Mil. Med., vol. 190, no. 3–4, pp. e554–e560, Feb. 2025, doi: 10.1093/milmed/usae468.
[23]. M. B. McGuire, and R. Lockie, “Motor skill, movement competency, and physical fitness assessments for Reserve Officers’ Training Corps cadets,” Strength. Cond. J., vol. 42, no. 4, pp. 102–113, Apr. 2020, doi: 10.1519/SSC.0000000000000575
[24]. F. Mizambayeva, and K. Baimyrzayev, “The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers,” Cypriot J. Educ. Sci., vol. 16, no. 4, Aug. 2021, doi: 10.18844/cjes.v16i4.6066
[25]. S. Nyström, and S. E. Ahn, “Vocational students’ experiences and reflections on simulation training – What differences enable or hinder learning?” J. Educ. Work, May 2025, doi: 10.1080/13636820.2025.2449659
[26]. O. Rybchuk, and M. Yaroshov, “Pedagogical model for teaching general military disciplines in military higher education institutions under a computer-oriented learning environment,” Visnyk of Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 58, pp. 32–38, Jan. 2024, doi: 10.17721/1728-2217.2024.58.32-38
[27]. R. J. Scalese, S. Issenberg, M. Hackett, R. D. Rodriguez, A. A. Brotons, M. Gonzalez, J. Geracci, and C. Schulman, “Simulation-based education improves military trainees’ skill performance and self-confidence in tourniquet placement: A randomized controlled trial,” J. Trauma Acute. Care. Surg., vol. 93, no. 1, pp. 89–96, Aug. 2022, doi: 10.1097/TA.0000000000003702
[28]. A. I. Ryskulbekov, Z. R. Burnayev, and A. K. Borashev, “Economic and legal issues for training reserve personnel among the university students in Kazakhstan and foreign countries,” J. Adv. Res. Law Econ., vol. 11, no. 3, Jun. 2020, doi: 10.14505/jarle.v11.3(49).36
[29]. V. Švábenský, J. Vykopal, M. Horák, M. Hofbauer, and P. Čeleda, “From paper to platform: Evolution of a novel learning environment for tabletop exercises,” arXiv preprint, Apr. 2024, doi: 10.48550/arXiv.2404.10988
[30]. N. Stathakarou, “Gamification in the design of virtual patients for Swedish military medics to support trauma training: Interaction analysis and semi-structured interview study,” JMIR Serious Games, vol. 12, Oct. 2023, doi: 10.2196/63390
[31]. S. Zhu, Z. Li, Y. Sun, H. Wang, L. Chen, and J. Xu, “A serious game for enhancing rescue reasoning skills in tactical combat casualty care: Development and deployment study,” JMIR Form. Res., Jul. 2024, doi: https://doi.org/10.2196/50817
[32]. A. Niu, H. Ma, S. Zhang, X. Zhu, J. Deng, and Y. Luo, “The effectiveness of simulation-based training on the competency of military nurses: A systematic review,” Nurse Educ. Today, vol. 119, Dec. 2022, doi: 10.1016/j.nedt.2022.105536
[33]. L. Rodríguez Calzada, M. Paredes-Velasco, and J. Urquiza-Fuente, “The educational impact of a comprehensive serious game within the university setting: Improving learning and fostering motivation,” Heliyon, vol. 10, no. 16, Aug. 2024, doi: 10.1016/j.heliyon.2024.e35608
[34]. H. J. M. Pennings, S. V. George, and M. E. Meijer, “Calibration accuracy of general and task-specific learning self-efficacy in a military training simulator,” Technol. Knowl. Learn., May 2025, doi: https://doi.org/10.1007/s10758-025-09852-8
[35]. E. Yogaswara, “Effectiveness of interactive learning methods in national defense education,” J. Inf. Syst. Eng. Manag., vol. 10, no. 8s, pp. 448–455, Sep. 2025, doi: 10.52783/jisem.v10i8s.1089
[36]. X. Zhang, “The effect of English as a foreign language teachers’ optimism and affectivity on their psychological well-being,” Front. Psychol., vol. 12, Dec. 2021, doi: 10.3389/fpsyg.2021.816204
Published
2025-12-25
How to Cite
Shemchuk, V., Anishchenko, V., Pentsak, P., Vakal, A., & Musiichuk , V. (2025). The Use of Interactive Teaching Methods in the Professional Military Training of Future Reserve Officers in Higher Education Institutions. Journal of Educational Technology and Learning Creativity, 3(2). https://doi.org/10.37251/jetlc.v3i2.2334
Section
Education
Copyright (c) 2025 Vadym Shemchuk, Viktoriia Anishchenko, Pavlo Pentsak, Andrii Vakal, Volodymyr Musiichuk
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