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Eduweb, 2023, octubre-diciembre, v.17, n.4. ISSN: 1856-7576
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.04.19
Cómo citar:
Kozyar, M., Dziuba, P., Tyurina, V., Miroshnichenko, V., & Romanyshyna, L. (2023). The role of project-based learning in the
training of future officers. Revista Eduweb, 17(4), 213-224.
https://doi.org/10.46502/issn.1856-7576/2023.17.04.19
The role of project-based learning in the training of future
officers
El papel del aprendizaje basado en proyectos en la formación de futuros
oficiales
Mykhaylo Kozyar
https://orcid.org/0000-0001-7068-598X
WoS Researcher ID: HNC-3497-2023
Doctor of Pedagogical Sciences, Professor, Corresponding member of the NAES, Honored Education Worker of
Ukraine, Department of Applied Psychology and Pedagogy, Institute of Psychology and Social Protection, Lviv
State University of Life Safety, Lviv, Ukraine.
Petro Dziuba
https://orcid.org/0000-0001-7336-5279
WoS Researcher ID: HTS-4704-2023
Candidate of Pedagogical Sciences, Associate Professor, Lecturer, Department of General Military Disciplines,
Faculty of State Border Security, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of
Ukraine, Khmelnytskyi, Ukraine.
Valentyna Tyurina
https://orcid.org/0000-0003-2308-1977
WoS Researcher ID: GGW-4347-2022
Doctor of Pedagogical Sciences, Professor, Department of Sociology and Psychology, Faculty of Law and Mass
Communications No. 6, Kharkiv National University of Internal Affairs, Kharkiv, Ukraine.
Valentina Miroshnichenko
https://orcid.org/0000-0002-3931-0888
WoS Researcher ID: ABA-7908-2022
Doctor of Pedagogical Sciences, Professor, Head of the Department of Psychology, Pedagogy and Social and
Economic Disciplines, National Academy of the State Border Guard Service of Ukraine named after Bohdan
Khmelnytskyi, Khmelnytskyi, Ukraine.
Liudmyla Romanyshyna
https://orcid.org/0000-0002-6026-2614
Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy, Khmelnytskyi Humanitarian-
Pedagogical Academy, Khmelnytskyi, Ukraine.
Recibido: 03/08/23
Aceptado: 20/11/23
Abstract
The article aims to identify project technologies’ effectiveness in forming future officers’ professional
competence. Testing and a formative experiment were used as the research methods. The study was
conducted with cadets of military educational institutions. Each project consisted of organisational,
motivational, research and final stages, which included reflection on the acquired knowledge. Typical trends
in the transformation of professional competence in military education were identified. The project-based
214
learning method has been found to contribute to forming the communicative, managerial, motivational,
and cognitive components of future officers’ professional competence. This method was least effective for
forming the emotional and volitional components of future officers’ competence. In general, the research
hypothesis about the effectiveness of the project method in training future officers was partially confirmed.
The hypothesis about the dependence of the effectiveness of the project method on the course of study in
future officers’ training was fully confirmed. The results can be used to improve the effectiveness of
educational programmes for training future officers. Further prospects for the research are to study the
relationship between the project method’s effectiveness and students’ psychological characteristics.
Keywords: learning methods, military education, professional training, project method, project-based
learning.
Resumen
El artículo tiene como objetivo identificar la efectividad de las tecnologías del proyecto en la formación de
la competencia profesional de los futuros oficiales. Se utilizaron pruebas y un experimento formativo como
métodos de investigación. El estudio se realizó con cadetes de instituciones educativas militares. Cada
proyecto constaba de etapas organizativas, motivacionales, de investigación y finales, que incluían la
reflexión sobre los conocimientos adquiridos. Se identificaron tendencias típicas en la transformación de la
competencia profesional en la educación militar. Se ha encontrado que el método de aprendizaje basado
en proyectos contribuye a formar los componentes comunicativos, gerenciales, motivacionales y cognitivos
de la competencia profesional de los futuros oficiales. Este método fue menos efectivo para formar los
componentes emocionales y volitivos de la competencia de los futuros oficiales. En general, se confirmó
parcialmente la hipótesis de investigación sobre la efectividad del método de proyectos en la formación de
futuros oficiales. La hipótesis sobre la dependencia de la efectividad del método de proyecto en el curso de
estudio en la formación de futuros oficiales se confirmó plenamente. Los resultados pueden utilizarse para
mejorar la efectividad de los programas educativos para capacitar a los futuros oficiales. Otras perspectivas
para la investigación son estudiar la relación entre la efectividad del método del proyecto y las
características psicológicas de los estudiantes.
Palabras claves: métodos de aprendizaje, educación militar, formación profesional, método de proyectos,
aprendizaje basado en proyectos.
1. Introduction
A critical factor in the effectiveness of defence structures is the training of qualified personnel, especially
mid-level field commanders, who can make adequate decisions quickly. It became clear in Ukraine in 2014,
but the problem of highly qualified management personnel has become more acute since February 24,
2022. The full-scale aggression of the Russian Federation has determined the need to restructure the
training of future officers quickly. It became apparent that the quality education of military commanders
should be based on modern, scientifically proven didactic principles.
Ukraine’s military education system is still under the influence of outdated pedagogical dogmas. Still, it is
gradually being transformed with the best practices of the world’s higher military education institutions
(Uvarkina, 2022). A significant trend in military education is the digitalisation of various aspects of
professional training (Holth & Boe, 2019). This approach demonstrates the importance of considering
modern society's requirements in the organisation of the educational process. The use of problem-based
learning (Johansen et al., 2021), project-based learning (Bhinder & Protsenko, 2022) and the research
method (Andreas, 2022) in military education are especially effective in the training of future military
personnel.
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The effectiveness of the project-based method in professional training is a proven fact (Chen & Yang,
2019). Such research usually focuses on the impact of the method on student performance, professional
and personal development (Lotsman et al., 2022), and the effectiveness of project-based learning for the
formation of students' motivational spheres and self-regulation (Shin, 2018; Sohmen, 2020). The project-
based method can increase learning productivity through the active exchange of knowledge between
students (Almulla, 2020).
The problem of implementing the project-based method in higher education has been studied many times
in scientific research. At the same time, the use of projects for training military specialists has been studied
little. In particular, the issues of developing and testing specific didactic programmes of project-based
learning, depending on the year of study of cadets of military educational institutions, need further
clarification. This research focuses on solving current social, theoretical, and practical problems.
The study aims to identify the effectiveness of using project technologies for the formation of future officers’
professional competence.
Research objectives:
1) to determine the specifics of the development of components of future officers’ professional competence
depending on the course of study;
2) develop and test a system of project-based learning as a means of training future officers;
3) to determine the impact of project-based learning on the formation of various components of
cadets' professional competence.
2. Literature Review
The project method is aimed at creating a specific product by students based on clear guidelines, i.e. a
specific task setting (Guo et al., 2020). The basis of this method is students’ independent work The use of
projects in learning involves the active position of students and their autonomy, research activities, precise
goal setting, productive communication, and focus on internship (Kokotsaki et al., 2016). Other researchers
share similar views (Krajcik & Shin, 2014), emphasising that an essential aspect of project-based learning
is summarising and presenting the results. Evaluation of project results requires a clear system of criteria
(Efendi, 2023). It is essential to focus the project method on the needs of students (Kiong et al., 2022).
Depending on the specifics of the learning activity, different types of projects are distinguished: research,
creative, role-playing, informational and practice-oriented (Tadeush, 2017).
One of the main advantages of the project method is its focus on developing teamwork skills (Viro et al.,
2020). Project-based learning involves group differentiation by functional roles, such as critics and analysts
(Ivanova et al., 2021).
The positive impact of projects on the development of a student's personality has been scientifically proven.
For example, the project method develops critical thinking and the ability to formulate questions (Sasson
et al., 2018), determines the productive transfer of acquired practical skills to real life (Hasni et al., 2016),
and develops students’ leadership skills (Tyurina et al., 2022).
However, despite the positive aspects of using the project method, there are a few problems with its
practical implementation. These difficulties relate to feedback, goal setting by students, adequate mastery
of the theoretical content of the course, and the integrity of the educational process (Markula & Aksela,
2022). The use of so-called driving questions, i.e., questions that stimulate students' cognitive activity, is
problematic as well, as about half of the teachers surveyed simply ignore this aspect of project design
(Haatainen & Aksela, 2021). There are difficulties with the implementation of critical analysis of the project
216
problem (Mentzer et al., 2017). It’s difficult to assess the effectiveness of the project method due to a lack
of clear criteria for distinguishing project-based learning from other educational tools, such as problem-
based learning (Condliffe et al., 2017).
The main components of future officers’ training are the aim and purpose of the educational programme
and its every course; scientifically based knowledge; practical knowledge; theoretical and practical use of
the acquired knowledge with further reflection (Hedlund, 2019). An important condition for the training of
future officers is to ensure the logic of the material presentation, consider the specifics of professional
training, implement the principle of comprehensiveness, and strengthen interdisciplinary links (Kolisnyk et
al., 2020). All these components are closely interrelated and determine the didactic effect.
The use of the project method helps to increase the cadets’ active participation in the educational process
(Geir & Rino Bandlitz, 2020) and is effective in teaching philological disciplines in military educational
institutions (Dragomir et al., 2019). The implementation of the project method in future officers’ training
involves the division into argumentative, search, technological and final stages (Bhinder & Protsenko,
2022).
The analysis of theoretical sources proves that the problem of the project method in higher education is
quite relevant. There are theoretical studies that examine the specifics of using projects in future officers’
training. At the same time, further study of the problem requires organising, conducting, and analysing the
data of formative experiments.
3. Methods and Materials
Research Stages
The experiment took place between November 2022 and April 2023 and involved the implementation of an
experimental programme based on a theoretically grounded project method to develop future officers’
professional competence. In the samples, 3-4 projects were implemented in accordance with the
topics of the silabus and the curricula of a particular speciality. The topics of the projects were chosen in
accordance with the content of the curricula. Each project included an organisational stage – choosing a
topic, informing students about the specifics of the activity; motivational – stimulating cognitive activity,
setting up problem situations; research – a thorough study of the topic, practical implementation of project
tasks, communication with the teacher; presentation of results; summing up the results with mandatory
reflection. These stages overlapped in the educational process. The experiment plan included primary
diagnostics (November 2022) and secondary diagnostics (April-May 2023) in the experimental and control
groups. Quantitative analysis, data interpretation and summarisation were carried out in May-June 2023.
The experimental impact was aimed at future officers’ professional competence. The theoretical analysis
allowed us to identify the following structural components of cadets' professional competence: motivational,
cognitive, communicative, managerial, emotional, and volitional (Biliavets, 2017). It should be noted that
we have proposed the allocation of the emotional and volitional components of professional competence
as an important psychological component for the successful implementation of professional activities.
Research Tools
Based on the literature review, through testing, we have identified a set of methods aimed at diagnosing
the indicators of future officers’ professional competence (Kokun et al., 2012). The methodology for
assessing communicative and organisational aptitudes by V. V. Sinyavskyi and B.A. Fedorishyn (Kokun et
al., 2011) is aimed at studying the communicative and managerial components. T. Ehlers
'
methodology
(Stud.com.ua, 2023
)
for diagnosing personality
motivation
for
success
allowed us to find out the indicators
Mykhaylo Kozyar, Petro Dziuba, Valentyna Tyurina, Valentina Miroshnichenko, Liudmyla Romanyshyna
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of the motivational component of professional competence. The use of a questionnaire for studying
volitional self-control was aimed at testing the emotional and volitional component of cadets' professional
competence. The tests for checking the cognitive component were created based on the content of
particular courses and the specifics of the cadets' training in general. The validity and reliability of the
selected methods were verified by their repeated use, as well as by expert evaluation (test for determining
the cognitive component).
The sample
was formed based on students of the following higher education institutions of Ukraine: Lviv
State University of Life Safety (Lviv), Bohdan Khmelnytskyi National Academy of the State Border Guard
Service of Ukraine (Khmelnytskyi), Kharkiv National University of Internal Affairs (Kharkiv)
.
The different
specialisations of the educational institutions allow us to increase the representativeness of the research
conducted. The following samples were created to test the hypothesis and achieve the research goal: a
control group of first- and second-year students (88 people); an experimental group of first- and second-
year students (92 people); a control group of graduate students (79 people); an experimental group of
graduate students (85 people). The total number of participants in the formative experiment was 344
cadets. The authors of the article were the experimenters.
Data collection and implementation of the experimental strategy
were carried out through direct
communication. The students from the research samples took the experimental tasks quite responsibly.
Occasional conflict situations within the samples were recorded. No confrontations with the experimenters
were observed.
Data were analysed
by calculating the percentages and Student's t-test using SPSS.22 software. The
Kolmogorov-Smirnov test was used to determine the correctness of the significance criteria. To unify the
data obtained, the levels of the studied characteristics were reduced to a scale: high, above average,
average, and low.
Ethical criteria
were met by ensuring confidentiality, humanism, and a positive perception of the individual.
All the students gave consent to participate in the research programme.
4. Results
The data obtained during the formative experiment are presented in Table 1 and Table 2. Let us analyse
the dynamics of each component of the professional competence of first- and second-year students-future
officers.
218
Table 1.
Changes in the formation of components of future officers’ professional competence under the influence of
the experimental programme (1-2 years of study)
Components of
professional
competence
Levels of
competence
formation
Number of students surveyed
Control group
Experimental group
Before
influence
After
influence
Before influence
After influence
%
Quantity
%
Quantity
%
Quantity
%
Quantity
Communication
component
Low
3,41
3
5,68
5
6,52
6
5,43
5
Average
36,36
32
35,23
31
32,61
30
11,96
11
Above average
38,65
34
37,51
33
38,04
35
31,52
29
High
21,58
19
21,58
19
22,83
21
51,09
47
Management component
Low
2,27
2
2,27
2
4,35
4
4,35
4
Average
44,32
39
42,05
37
44,57
41
32,61
30
Above average
36,36
32
38,63
34
33,7
31
26,08
24
High
17,05
15
17,05
15
17,38
16
36,96
34
Motivational component
Low
2,27
2
2,27
2
3,26
3
3,26
3
Average
54,55
48
54,55
48
53,26
49
50
46
Above average
37,5
33
38,63
34
38,05
35
40,22
37
High
5,68
5
4,55
4
5,43
5
6,52
6
Cognitive component
Low
21,58
19
11,36
10
22,83
21
4,35
4
Average
44,32
39
28,41
25
57,61
39
7,61
7
Above average
21,58
19
45,45
40
21,74
20
34,78
32
High
12,52
11
14,78
13
13,04
12
53,26
49
Emotional and volitional
component
Low
6,82
6
6,82
6
5,43
5
5,34
5
Average
35,23
31
31,81
28
35,87
33
33,7
31
Above average
40,9
36
44,32
39
40,22
37
41,31
38
High
17,05
15
17,05
15
18,48
17
19,65
18
At the beginning of the study, first- and second-year students had average and above-average indicators
of communicative skills. A high level was recorded in about a fifth of the respondents. The low level is
represented minimally. No significant changes were recorded in the control sample after implementing the
project-based learning programme. Repeated diagnostics in the experimental group of future officers
showed that the number of people with average scores decreased by 20.65%. The percentage of people
with high indicators of communicative skills increased by 28.26%.
The cadets’ managerial component is somewhat less developed than the communication component. At
the same time, there is again a predominance of average and above-average levels. In the control group,
the indicators remained statistically stable after implementing the project technology. In the experimental
group, the proportion of cadets with a high level of organisational skills increased by 19.58%, while the
number of students with average decreased by 11.96%, and those with the above-average level decreased
by 7.62%. The results indicate the project method's effectiveness in forming the communicative and
managerial component of cadets’ professional competence.
High and low levels of the motivational component are minimal. About half of the studied cadets showed
the average level, and 40 % – the above-average level. Changes in the control and experimental samples
after the experiment are insignificant (2-3 %). The results obtained prove the lack of effectiveness of the
developed programme regarding the formation of the motivational component.
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Table 2.
Changes in the formation of components of future officers’ professional competence under the influence of
the experimental programme (final year of study)
Components of
professional
competence
Levels of
competence
formation
Number of students surveyed
Control group
Control group
Before
influence
Before
influence
Before influence
Before
influence
%
Quantity
%
Quantity
%
Quantity
%
Quantity
Communication
component
Low
24,05
19
24,05
19
21,18
18
7,06
6
Average
26,58
21
26,58
21
28,24
24
17,65
15
Above average
45,57
36
45,57
36
45,88
39
49,41
43
High
3,8
3
3,8
3
4,7
4
24,7
21
Management component
Low
1,27
1
1,27
1
2,35
2
1,18
1
Average
16,46
13
13,92
11
17,65
15
18,83
16
Above average
53,16
42
50,63
40
52,94
45
51,76
44
High
29,11
23
34,18
27
27,09
23
28,23
24
Motivational component
Low
0
0
0
0
1,18
1
1,18
1
Average
55,7
44
51,9
41
52,94
45
29,41
25
Above average
44,3
35
48,1
38
43,53
37
49,41
42
High
0
0
0
0
2,35
2
20
17
Cognitive component
Low
8,86
7
2,53
2
9,41
8
9,41
8
Average
22,78
18
13,92
11
24,7
21
23,53
20
Above average
49,37
39
43,04
34
47,06
40
51,77
41
High
18,99
15
40,5
32
18,83
16
18,83
16
Emotional and volitional
component
Low
24,05
19
22,78
18
20
17
17,65
15
Average
36,7
29
37,97
30
37,65
32
40
34
Above average
7,59
6
7,59
6
11,76
10
11,76
10
High
31,66
25
31,66
25
30,59
26
30,59
26
The first- and second-year cadets have medium levels of the cognitive component, i.e., basic knowledge
of the speciality, as this knowledge only forms at the beginning of studies. Positive changes were recorded
in both groups. In the control group, the low level decreased by 10.22%, the average level by 15.91%,
and the above-average level increased by 23.87%. In the experimental group of future officers, low values
decreased in 18.48% of students, average values decreased in 50.06%, above average values increased
in 13.04%, and high values increased in 40.22%. Consequently, the experimental group performed
better. It can be concluded that project-based learning has a practical impact on acquiring ideas about
professional activities by future officers.
The results of the emotional and volitional components are similar to the results of the diagnostics of the
previous parameters, namely, average and above-average indicators dominate. After implementing the
formative impact, no significant changes were recorded in both study groups.
The results of the formative experiment on the sample of future officers in their final year of study are
presented in Table 2. The cadets mainly showed higher-than-average indicators of communicative skills.
Low and average indicators are approximately equal. After the experiment, the indicators of the control
sample remained practically unchanged. In the experimental sample, after implementing the project-based
learning programme, low values decreased in 14.12% of cadets and medium values in 10.59% of the
students. A high level was observed in one-fifth of the respondents after the programme implementation,
proving the project method's effectiveness.
220
In the sample of graduates, high and above-average indicators of the managerial component of future
officers’ professional competence prevail. In the control and experimental samples, the indicators of
organisational skills did not change significantly after the project-based learning programme.
The average and above-average levels prevail in the studied samples of graduate cadets. After the
formative experiment, the results in the control sample did not change. In the experimental group, the
share of the average level decreased by 23.53%. High levels of motivation to succeed increased in 17.65%
of students. The results indicate the effectiveness of the project method for developing the motivational
component of the graduate student’s professional competence.
The most pronounced are the above-average indicators of the cognitive component in the study sample of
military graduates. High indicators in the control sample increased by 21.51 % after the experiment. In the
experimental sample, the results did not change significantly. In other words, the project method did not
stimulate the improvement of the academic training of graduate students. At the same time, traditional
educational forms have demonstrated effectiveness.
Average and high indicators of professional competence's emotional and volitional components prevail.
After implementing the experimental programme of project-based learning, the results did not change
significantly.
To clarify the results obtained, the Student's t-test was used. Using the Kolmogorov-Smirnov criterion
justifies the expediency of calculating this particular statistical procedure. The results of the calculation
are presented in Table 3. As seen, statistically significant differences were recorded in the experimental
group of 1–2-year cadets regarding communicative and organisational skills and the cognitive component.
In both control groups, statistically significant changes were found only in the cognitive component. In the
experimental group of final-year students, statistical changes were found in terms of communicative skills
and motivation to succeed.
Table 3.
Student's t-test value of future officers’ professional competence (based on the results of the formative
experiment)
Components of
professional competence
Student's t-test
Control group (1-2
years of study)
Experimental group
(1-2 years of study)
Control group (final
year of study)
Experimental group
(final year of study)
Communication component
1,347
2,939**
1,232
2,454*
Management component
1,544
2,278*
1,338
1,229
Motivational component
1,694
1,113
1,667
2,333*
Cognitive component
2,349*
3,012**
2,448*
1,239
Emotional and volitional
component
1,775
1,299
1,322
1,561
Hence, the developed project-based learning programme demonstrated partial effectiveness in influencing
the professional competence of future officers.
5. Discussion
The results obtained allow us to confirm the improvement of the main components of professional
competence. As we can see while studying at military education institutions, the managerial component is
strengthened, but the indicators of communication skills are somewhat reduced. This situation can be
explained by the directive nature of the military speciality and the focus on rigid ways of behaving with
subordinates. The motivation to succeed maintains stability while studying at military educational
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institutions. Indicators of the cognitive component of professional competence improve during studying at
the educational institution. Future officers' emotional and volitional indicators improve in graduate cadets
compared to the beginning of their studies. It can be said that traditional forms of education positively
impact the preparation of future processes, but this process is significantly extended.
Testing the effectiveness of the project-based method in training future officers has yielded mixed results.
In the first years of study, project-based learning effectively forms communicative, managerial, and
cognitive components. At the same time, the sample of final-year students shows a positive impact of
projects on the indicators of the communicative and motivational components of cadets’ professional
competence. The experimental programme did not demonstrate effectiveness in developing the emotional
and volitional component, which is consistent with the results of other researchers (Tyurina et al., 2022).
Let's analyse the results obtained in the context of the findings of other researchers. The problem of
forming theoretical knowledge in project-based learning has already been studied by researchers (Markula
& Aksela, 2022). However, the effectiveness of the project method in forming motivation cannot be
unequivocally stated (Sohmen, 2020). The positive impact of the method on increasing cadets' active
participation in learning has not been proved either (Geir & Rino Bandlitz, 2020). The effectiveness of using
the project method to develop self-regulation has not been confirmed (Shin, 2018). The specifics of
professional training in military educational institutions can explain the contradictory results.
It is advisable to determine the specifics of the implementation of the project method in accordance with
theoretical sources. We found the importance of clear evaluation criteria manifested in summing up the
results (Efendi, 2023). In addition, we tried to consider students’ needs through introductory conversations
(Kiong et al., 2022). We agree with the statement about presenting results in project-based learning
(Krajcik & Shin, 2014) and the importance of reflection in military training (Hedlund, 2019). The division of
working group participants according to functional roles was productive (Ivanova et al., 2021). Our study
used the typical stages of the project method in military education (Bhinder & Protsenko, 2022).
The results generally confirm the feasibility of using the project method in training future officers. At the
same time, analysing theoretical sources will improve the developed didactic programmes.
6. Limitations
Potentially, more accurate results can be obtained by using an expanded set of diagnostic methods to study
the components of professional competence. The experimental use of projects may differ from the results
of their implementation in some educational conditions.
7. Conclusions
The relevance of the problem of using the project method in the training of future officers is determined
by the social significance of effective military training, insufficient theoretical development, and practical
orientation of the study. Theoretical generalisations are made based on a formative experiment and two
empirical sections. During training, the managerial component of professional competence improves, but
the communication component worsens. The cognitive and emotional-volitional components of future
officers’ professional competence develop during professional training. The motivational component
remains stable. For first-year students of military educational institutions, the project-based learning
method contributes to the formation of communication skills, organisational skills, and academic
knowledge.
For final-year students, the project positively affects cadets' professional competence's communicative and
motivational components. The project method is the least effective for forming cadets' professional
competence's emotional and volitional components. The results obtained create a basis for optimising
222
educational programmes for future officers. The project method is appropriate for forming future officers’
communication managerial skills, which can be recorded in the relevant software. The data on the levels
of future officers’ professional competence and the partial effectiveness of project-based learning will allow
for individualising the educational approach. Further prospects for research are to study the relationship
between the use of the project method and the psychological and social characteristics of future officers.
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