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. The main aim of the study was to evaluate the effectiveness of current educational approaches, identify their strengths and weaknesses, and test hypotheses concerning the relationship between students’ communication, pedagogical, and psychological preparation and their readiness for practice. The questionnaire included items addressing theoretical instruction, practical training, pedagogical methods, and psychological preparation for coping with crisis situations. The methodology was based on a quantitative approach. Data were analyzed using statistical methods including the chi-square test, one-way analysis of variance (ANOVA), and Spearman’s correlation. These methods allowed the verification of relationships between variables and the confirmation or refutation of hypotheses. The analysis revealed that a higher number of practical trainings significantly increased students’ ratings of preparedness for real-life situations. Differences were observed in the evaluation of education across different years of study, and a correlation was found between satisfaction with communication training and the ability to manage crisis situations. 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. In conclusion, the integration of communication, pedagogy, and psychology into paramedic education represents an essential prerequisite for high-quality, safe, and effective health care. This work contributes to a deeper understanding of educational needs in this field and offers proposals that may serve both educational institutions and professional practice.