MODEL OF EMOTIONAL INTELLIGENCE DEVELOPMENT OF FUTURE OFFICERS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER MILITARY EDUCATIONAL INSTITUTION

Abstract

The study provides a theoretical justification and development of a model for the development of emotional intelligence of future officers in the educational environment of a higher military educational institution as an important condition for their professional readiness and effective management activities. Particular attention is paid to modelling as a method of scientific cognition, which makes it possible to comprehensively reflect the structure, logic and dynamics of emotional intelligence development, identify the interrelationships between its components and outline the possibilities for predicting the results of educational influence. The purpose of the article is to theoretically substantiate and develop a model for the development of emotional intelligence of future officers in the educational environment of a higher military educational institution and to determine its structural components. The research methodology consists of systemic, competence-based and activity-based approaches, as well as methods of analysis and synthesis of scientific sources, modelling, generalization and theoretical forecasting. The relevance of the study is determined by the growing demands on the personal and leadership qualities of modern officers, the need to ensure psychological stability, the ability to self-regulate and effective social interaction in conditions of increased psycho-emotional stress. The article substantiates that the educational environment of a higher military educational institution has significant potential for the targeted development of the emotional intelligence of future officers. The scientific novelty lies in the development of a comprehensive model of emotional intelligence development that integrates the internal contour (self-awareness, self-motivation, self-regulation) and the external contour (empathy, leadership, social interaction) as interrelated components of an officer’s professional development. It is concluded that the implementation of the proposed model will contribute to increasing the level of emotional competence, developing leadership qualities and the readiness of future officers to perform their duties, as well as improving the system of professional training in higher military educational institutions.