Challenges to national defence in contemporary geopolitical situation

The study examines the effectiveness of communication, pedagogical, and psychological training in paramedic education in the Czech Republic and Slovakia. A survey of 328 students showed that increased practical training improves readiness, while strong soft skills instruction enhances crisis management, application of theory, and psychological resilience. The findings highlight the need for more simulation based learning, modern teaching methods, and harmonized educational standards to better prepare future paramedics.

The socio-economic stability of professional soldiers is an important factor in personnel readiness, security, and the functioning of armed forces. Military service creates specific social risks that differ from civilian employment, mainly because of mobility, strict discipline, service duties, family strain, illness, parenthood, housing needs, and care for dependent persons. These risks are also shaped by wider pressures, such as globalization, military conflicts, technological change, and environmental crises. The study uses a theoretical and analytical approach based on Slovak legislation on service conditions and social entitlements of professional soldiers, especially Act No. 281/2015 Coll. and Act No. 328/2002 Coll. It also uses socioeconomic indicators and model calculations of equivalent disposable income in military households. By comparing salary structures, family benefits, tax bonuses, parental allowances, and child benefits, the study identifies which types of military households may face the highest poverty risk.

This paper conceptualizes security literacy as an educational competence linked to societal resilience and national defence preparedness. It combines theoretical discussion with an interpretative use of recent Czech survey material from primary and secondary schools. The Czech case suggests a mismatch between the perceived importance of security-related competencies and their fragmented institutional presence in formal education. The article argues that schools should be understood as part of long-term civilian preparedness and recommends clearer curricular anchoring, stronger teacher preparation, and more systematic practical instruction.

The study examines the integration of patriotic education and physical preparedness within the Georgian educational system through a combined curricular, comparative, and empirical analysis. Using a mixed-methods approach, including surveys, interviews, and classroom observations, the research investigates the extent to which civic-patriotic values are systematically integrated into physical education practices. The findings reveal a significant discrepancy between declarative curricular objectives and their practical implementation. Although stakeholders widely recognize the importance of integrating civic responsibility, patriotism, and physical preparedness, instructional practices remain fragmented and insufficiently institutionalized. Comparative analysis with international models further demonstrates the limited presence of coherent implementation mechanisms within the Georgian context. The study concludes that strengthening national resilience requires clearer curricular frameworks, methodological support, teacher professional development, and stronger institutional coordination to achieve effective integration of civic-patriotic and physical education components.

This study explores whether simulator-derived workload metrics can indicate differences in performance between ATC student cohorts. A standardized radar simulation was conducted with 14 participants (7 fourth-year, 7 fifth-year). Workload was modeled using event-based HUM-SIM principles and combined with instructor evaluation. The results suggest higher workload exposure, longer critical states, and greater deviation from the planned scenario in less experienced students. Differences appear not only in workload magnitude but in its temporal regulation. These findings indicate that workload-informed metrics may support objective performance assessment in simulator-based training, although further validation on larger datasets is required.

This paper traces cryptology and cybersecurity education and research at the Faculty of Electrical Engineering and Information Technology, Slovak University of Technology in Bratislava, from the late-1980s CRYPTO seminar to the 2024/25 launch of a Cybersecurity master's specialization. We outline the bachelor's and master's curricula, research supported by three NATO Science for Peace and Security projects on post-quantum cryptography, and student engagement through theses, the Locked Shields exercise, and the new Cybersecurity Competence Centre. Enrolment in security specializations grew from 15% in 2022 to 43% in 2026, suggesting the 2024 restructuring was well-timed.

This study examines the relationship between students’ performance on mock examinations and their outcomes on subsequent real examinations. The main research question is: To what degree do mock test scores forecast performance on the actual exams, and does the time interval between the mock and real tests affect this predictive relationship? To address this question, the study analyzes a dataset consisting of paired mock and real exam results, including the dates of each assessment, using a quantitative correlational design. Statistical methods include Pearson correlation analysis to measure the strength of association and linear regression modeling to evaluate the predictive validity of mock test performance. The analysis additionally considers time interval effects to examine if the number of days between mock and real exams influences the predictive relationship. Building on the theoretical foundation that practice assessments can support readiness, this research also considers the underlying mechanisms that may strengthen or weaken the predictive link between mock and real examinations. Previous research indicates that the predictive validity of assessments is influenced by contextual variables, including familiarity with the test. Factors such as understanding the test format—which has been shown to impact the reliability and accuracy of assessment results—and cognitive load, which interacts with task complexity and testing environment to affect performance, are conceptually integrated to inform the interpretation of quantitative findings (Reeve et al., 2009; Pengelley et al., 2023). The role of formative feedback is also examined, as systematic reviews and empirical studies indicate that timely, specific feedback enhances academic performance, self-regulation, and understanding, thereby potentially strengthening the predictive value of mock examinations (Hattie and Timperley, 2007; Solis Trujillo et al., 2025; Morris et al., 2021; Sirianansopa, 2024). By integrating temporal aspects with performance metrics, the study aims to determine not only whether mock exams are good predictors but also under what conditions their predictive power is maximized. Results show that mock test scores are moderately to strongly positively correlated with real exam performance, supporting their use as diagnostic tools for assessing exam readiness. They also suggest that shorter intervals between mock and real tests yield greater predictive validity because they reduce opportunities for skill decay or instructional exposure. Ultimately, the study adds to assessment research by offering empirical evidence on the reliability and temporal sensitivity of mock examinations as predictors of real exam outcomes. These findings could be useful for educators, test designers, and institutions aiming to optimize student preparation and assessment schedules.

The emergence of multidomain operations (MDO) challenges traditional principles of land warfare, particularly the combined arms principle. Although MDO dominates contemporary doctrinal and academic debates, its relationship to foundational land combat principles remains insufficiently conceptualized. This article examines how the combined arms principle is transformed within a multidomain operational environment and assesses implications for training mechanized units. Using a conceptual-analytical approach grounded in doctrinal analysis and military theory, the article argues that combined arms integration retains relevance but shifts toward cross-domain effects integration, producing significant consequences for command, decision-making, and training design in modern land forces and operational force development.

Foreign language proficiency is vital in military contexts for communication, coordination, and operational readiness. The NATO STANAG 6001 exam objectively measures soldiers’ language competence, supporting participation in multinational missions and exercises. This study examines independent English learning for STANAG SLP 2 certification using the Languages for the Army platform at the University of Defence. Employing grounded theory, data from second-year students who initially failed the exam were analysed through open, axial, and selective coding. Participants valued the platform’s accessibility and free skills practice but noted technical issues and limited speaking/writing resources. Findings suggest the platform supports autonomous learning, though enhanced materials and functionality are recommended for balanced skill development.

This article focuses on describing and providing a basic overview of approaches to teaching military history at the Armed Forces Academy. Based on a content analysis of the curriculum and literature devoted to history, authors offer insight into selected approaches to teaching historical subjects. They describe three fundamental theoretical approaches through which history can be taught. They examine the differences between these approaches as well as their potential integration, which may help expand students’ ability to understand the various stages of the historical development of warfare. Authors analyze selected theoretical approaches, namely the chronological approach, the four generations of warfare approach, and the civilization waves approach. They outline their main characteristics and attributes. By combining these approaches in teaching, it is possible to help students develop a more comprehensive understanding of historical development within the process of training a professional soldier.