ПЕДАГОГІЧНІ ЗАСАДИ ВПРОВАДЖЕННЯ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ«ОСНОВИ НАЦІОНАЛЬНОГО СПРОТИВУ» В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ

Abstract

Summary. Introduction. The 2026 reform makes preparation of Ukrainian higher education students for national resistance a structured educational component. The model curriculum combines civic and patriotic awareness, resilience, legal knowledge, first aid, navigation, communication, digital and mine safety, tactical foundations and professionally oriented security competences.

Purpose. The study aims to substantiate pedagogical principles for implementing the course “Fundamentals of National Resistance” and define an institutional implementation algorithm.

Methods. Normative-comparative analysis of Ukrainian regulations adopted in 2021–2026, thematic content analysis, structural-functional analysis and pedagogical modelling were applied.

Results. Nine principles were identified: outcome-based design, practice orientation, safety-centred learning, interdisciplinary integration, scenario and simulation learning, continuity of theory and practice, inclusion and variability, inter-institutional cooperation, and formative assessment with reflection. A five-component model comprises normative-target, content-competence, organisational-methodological, practice-safety, and assessment-result components. Four stages were proposed: design and audit, organisational-resource preparation, educational-practical implementation, and evaluation and correction.

Originality. The 2026 regulatory framework is interpreted as a pedagogical system integrating legal, didactic, safety, inclusion and assessment requirements in one institutional model. Conclusion.

Course quality should be judged by students’ demonstrated ability to act safely, responsibly and reasonably under threats, crises and uncertainty rather than by completed hours alone. Empirical validation in universities of different profiles is required.