08-DESIGNING MILITARY ENGINEERING TRAINING BASED ON THE MODEL OF DIDACTIC JUSTIFICATION

By Bolocan Cosmin / 4 februarie 2026


DESIGNING MILITARY ENGINEERING TRAINING BASED ON THE MODEL OF DIDACTIC JUSTIFICATION

Amil DADASHOV ———————————————— PhD student in the Doctor of Philosophy program Educational Institute of the Republic of Azerbaijan Heydar Aliyev Military Institute of the National Defense University, Baku, Azerbaijan	DOI: 10.64404/JoDRM.2023.2.08 Issue: Vol. 14, Issue 2 (27) / 2023

Abstract In today’s dynamic and complex military landscape, the effectiveness of military engineering training plays a crucial role in preparing personnel for various operational scenarios. However, the lack of a structured and validated model for designing and justifying the didactic aspects of such training hinders its efficiency and outcomes. This article seeks to bridge this gap by providing a systematic approach to designing military engineering training programs. The aim of the article is to identify the main components required to develop a comprehensive Model of Didactic Justification for the Design of Military Engineering Training, addressing the challenge of optimizing the instructional framework in military engineering education. The model of didactic justification of the design of military engineering training is a conceptual framework that aims to provide a structured approach to designing and implementing effective training programs for military engineers. The model takes into account various factors that influence the design of military engineering training, including the specific needs of the military organization, the objectives of the training, and the characteristics of the learners. The model is based on a set of principles and guidelines that have been developed through research and practical experience in the field of military engineering training. These principles include the need for a clear understanding of the objectives of the training, the importance of selecting appropriate teaching methods and materials, and the need for ongoing evaluation and feedback to ensure that the training is meeting its intended objectives. The model will enhance the training’s efficiency, effectiveness, and adaptability by incorporating pedagogical principles, military engineering expertise, and instructional technology advancements. Ultimately, the article aims to contribute to the improvement of military engineering training, resulting in better-prepared personnel and more successful military operations. Research Problem Statement: The research aims to develop a comprehensive Model of Didactic Justification for the Design of Military Engineering Training, addressing the challenge of optimizing the instructional framework in military engineering education. Research Relevance: In today’s dynamic and complex military landscape, the effectiveness of military engineering training plays a crucial role in preparing personnel for various operational scenarios. However, the lack of a structured and validated model for designing and justifying the didactic aspects of such training hinders its efficiency and outcomes. This research seeks to bridge this gap by providing a systematic approach to designing military engineering training programs. Research Purpose: The purpose of this research is to create a Model of Didactic Justification that offers a systematic framework for the design and evaluation of military engineering training. This model will enhance the training’s efficiency, effectiveness, and adaptability by incorporating pedagogical principles, military engineering expertise, and instructional technology advancements. Ultimately, the research aims to contribute to the improvement of military engineering training, resulting in better-prepared personnel and more successful military operations. In order to apply the model, designers of military engineering training must first conduct a needs assessment to determine the specific needs of the military organization and the learners.
Key words: military, engineering training, objectives, learners, principles, guidelines, research.
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