AMENDMENTS TO THE STANDARD CURRICULUM OF THE HIGHER EDUCATION COURSE “FUNDAMENTALS OF NATIONAL RESISTANCE”: ADAPTATION TO CONTEMPORARY NATIONAL SECURITY CONDITIONS AND THE NEW TYPE OF WARFARE

Abstract

The article examines the substantive and organizational specifics of preparing higher education students for participation in the national resistance system. The necessity of developing students’ readiness for organized action in conditions of military, informational, psychological, and technological threats is substantiated. The aim of the study is to identify the main characteristics of the Standard Curriculum for the academic discipline “Fundamentals of National Resistance” and to substantiate the areas of its implementation within the higher education system. The content of the 2025 Basic General Military Training programs and the 2026 academic discipline “Fundamentals of National Resistance” is analyzed. It is established that students’ training encompasses military-applied knowledge and practical skills, civic resilience, national and patriotic consciousness, psychological self-regulation, and information security. The importance of the technological component, represented by modern military technologies, robotic systems, unmanned aerial vehicles, as well as the fundamentals of electronic warfare and reconnaissance, is determined. The content of the updated topographic training is revealed, combining traditional methods of orientation with the use of digital maps, geographic information systems, and navigation applications. The role of mine safety as a separate area of training citizens for safe behavior in potentially hazardous areas is outlined. The practical component of the training, which comprises 64 hours, including 30 hours of practical field training, is analyzed. The significance of professionally oriented training is established, enabling higher education institutions to determine security-oriented professional competencies with due regard to the specific field of specialist training. The possibilities of differentiating training for students with disabilities, partial loss of working capacity, and specific religious beliefs are considered. It is established that the contemporary training model combines theoretical knowledge, practical activities, technological literacy, psychological resilience, and professional orientation.