Піддубний РоманPiddubnyi Roman2025-09-182025-09-182025Піддубний Р. Генезис національно-патріотичного виховання майбутніх офіцерів у військових ЗВО України: ключові етапи (кінець XX- початок XXІ ст.) [Текст] / Р. Піддубний // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 3 (143). – С. 259–272. – DOI: 10.24139/2312-5993/2025.03/259-272https://repository.sspu.edu.ua/handle/123456789/17265З'ясовано особливості формування та розвитку системи національнопатріотичного виховання військовослужбовців ЗСУ та майбутніх офіцерів у військових ЗВО України. Розкрито удосконалення змісту національнопатріотичного виховання шляхом засвоєння нових національно-орієнтованих цінностей курсантами військових навчальних закладів. Схарактеризовано системність напрацювання нормативно-правової бази для розвитку національнопатріотичного напрямку системи виховання молоді. На основі проведеного аналізу опрацьованої джерельної бази запропоновано авторську періодизацію становлення та розвитку національно-патріотичного виховання майбутніх офіцерів військових 1991–2021 рр. Виокремлено етапи становлення та розвитку національнопатріотичного виховання майбутніх офіцерів. Визначено особливості становлення національно-патріотичного виховання на кожному етапі. Окреслено основні аспекти розвитку національно-патріотичного виховання.At the current stage of Ukrainian societal development, characterized by the fullscale Russian-Ukrainian war, national-patriotic education of youth has gained particular relevance, becoming a fundamental component of professional training. The analysis of the processed source material allows for the proposal of a unique periodization of the establishment and development of national-patriotic education for future military officers from 1991 to 2021. The first stage (1991–2004), the organizational and exploratory phase, began after Ukraine's declaration of independence with the formation of the Armed Forces of Ukraine, based on relevant legislative acts. These included the Laws "On the Defense of Ukraine" and "On the Armed Forces of Ukraine," as well as the resolution of the Verkhovna Rada of Ukraine "On the Text of the Military Oath." This period saw the establishment of the system of national-patriotic education for future officers in Ukrainian military higher education institutions (HEIs). A crucial aspect of nationalpatriotic education for servicemen and cadets during this stage was the introduction of national Ukrainian patriotic symbols, the systematization of state holidays commemorating significant events in the life of Ukraine and its Armed Forces, and the decision on decommunization and renaming of Soviet toponyms. However, remnants of the Soviet legacy persisted in Ukrainian military HEIs, such as the enrollment of Soviet Union heroes as honorary cadets and the retention of honorary titles for military HEIs awarded during the Soviet era. This period was characterized by the formation of a legislative and regulatory framework for the successful functioning of the system, although certain provisions of the regulatory acts were largely declarative. The second stage (2005–2009), the managerial and Euro-integration phase, commenced with a shift in Ukraine's state policy towards developing cooperation with NATO and European countries. This led to an updated content of military-patriotic work in the upbringing and work with servicemen and cadets of military HEIs. A characteristic feature of this stage was the development and implementation of new laws and regulatory acts that mandated intensified efforts to overcome the tenets of Marxist-Leninist ideology, Soviet views, and stereotypes. These acts emphasized the need to strengthen national-patriotic ideas in youth education, drawing attention to the study of the history of the Ukrainian army, its traditions, and the national cultural heritage of the Ukrainian people. An important role in enhancing the effectiveness of educational work with cadets during this period was played by improved cooperation between educational authorities and local self-government in organizing state holidays, military-professional events, and commemorative dates of the Ukrainian state. This also included highlighting the achievements of international military cooperation and Ukraine's steps towards Euro-Atlantic integration. The course towards integration into the North Atlantic Treaty Organization required intensive work on implementing the standards necessary for NATO membership. The third stage (2010–2013), the professional and activity-based phase, in the development of national-patriotic education, was regulated by the Law of Ukraine "On the Principles of Domestic and Foreign Policy" (2010). A key point of this Law was the abandonment by state authorities of Ukraine's Euro-Atlantic course, the consolidation of its non-bloc status, and the development of good-neighborly relations of strategic partnership with Russia and other CIS countries. The further development of these principles was reflected in the Concept of Military-Patriotic Education in the Armed Forces of Ukraine, which envisioned further deepening the knowledge of personnel regarding Ukrainian history, Ukrainian military forces of various historical periods, the continuity and stability of Ukrainian military traditions, and the necessity of forming new ones. It is concluded that this policy of unifying the memory of CIS countries regarding events of World War II around the Russian Federation and bringing it to a single standard indicated, on the one hand, Russia's desire to emphasize the significance of its sole contribution to the victory, and on the other, a reorientation of national-patriotic education towards the eastern vector. This period was characterized by cooperation between the Armed Forces of Ukraine and the armed forces of the Russian Federation. There was a synchronization of dates for military-professional holidays, and Russia's proposals for creating joint military educational institutions and forming "militarypatriotic" organizations with anti-Ukrainian content in Ukraine became more active. Therefore, the state of national-patriotic education by the end of 2013 in the third, professional and activity-based stage, underwent significant changes due to the political reorientation of Ukraine's leadership, a departure from Euro-integration and EuroAtlantic orientation, characterized by inconsistent activities of state authorities and a reorientation of military administration bodies from a national focus in educational work to ideas of non-bloc status and the implementation of the Soviet narrative as the basis for patriotic education of servicemen and cadets of Ukrainian HEIs, which contributed to the preservation of Soviet historical policy in the minds of Ukrainian youth. The fourth stage (2014–2021), the transformational and reformative phase, is characterized by the restoration of national accents in educational work with youth under the conditions of the armed aggression of the Russian Federation against Ukraine. The occupation of Ukrainian territory by Russian armed forces in Eastern Ukraine actualized the problems of national-patriotic education, particularly for future officers. Special attention was paid to the education of student youth, especially cadets of military HEIs, using examples of defenders of the Ukrainian state in various historical periods by involving them in events honoring their memory. In military HEIs, young people were engaged in scientific research to popularize knowledge about national heroes; they participated in conferences, round tables, and other events dedicated to commemorating important dates in Ukrainian history. Thus, in the formation of the system of national-patriotic education for future officers, we conditionally distinguish four stages: the first (1991–2004) – organizational and exploratory; the second (2005–2009) – managerial and Euro-integration; the third (2010–2013) – professional and activity-based; and the fourth (2014–2021) – transformational and reformative.ukнаціонально-патріотичне вихованнямайбутні офіцеривійськові заклади вищої освітиформуваннянаціональна свідомістьетапиnational-patriotic educationfuture officersmilitary higher education institutionsformationnational consciousnessstagesArticle0009-0000-0037-326X10.24139/2312-5993/2025.03/259-272