Ensuring High-Quality Professional Training for Future Tactical Air Force Pilots in Combat Flight through the Pedagogical System's Effectiveness Justification

Abstract

This article presents an in-depth analysis of the efficacy of the pedagogical system in providing high-quality professional training for prospective tactical air force pilots. The study encompasses the evaluation of cognitive, operational, motivational and conative, and physical components of professional training for combat flights through an extensive pedagogical experiment. Two distinct groups, namely the experimental group (EG) and the control group (CG), comprising a total of 190 participants, were established for the experiment. The assessment of professional readiness among KNAFU student pilots for combat flights involved the examination of criteria, indicators, and levels associated with each component. The experimental process entailed both quantitative measurement and qualitative interpretation of the outcomes. The study uncovered noteworthy enhancements in professional training for future tactical air force pilots, encompassing intellectual domain, simulator training quality, operational proficiency, motivational and conative aspects, physical capabilities, and psychophysiological elements. These findings contribute to the progression of military pilot education and carry positive implications for public health. By refining the training programs and pedagogical approaches for military pilots, the implemented measures can indirectly impact public health by ensuring the deployment of highly skilled and mentally resilient pilots to safeguard national security. This study underscores the interdependence between professional training for tactical air force pilots and broader public health objectives, underscoring the significance of holistic education and training approaches in the military domain.