ПОРІВНЯЛЬНИЙ АНАЛІЗ РОЗВИТКУ ЛІДЕРСЬКОЇ КОМПЕТЕНТНОСТІ ОФІЦЕРІВ США, ВЕЛИКОЇ БРИТАНІЇ ТА УКРАЇНИ

This article presents a comparative pedagogical analysis of the leader competence development of officers from the United States, the United Kingdom, and Ukraine within the current transformation of the professional military education system and the growing demands on the military leaders’ training. The research's importance stems from the need to improve the system for leadership development among officers of the Armed Forces of Ukraine in the context of Euro-Atlantic integration, the implementation of NATO standards, and lessons learned from today's warfare. The methodological basis of the study is formed by the principles of comparative pedagogy; comparative-pedagogical, structural-functional, and content analysis were employed, as well as methods of analysis, synthesis, comparison, systematization, and generalization. The research analysis was conducted across the following interrelated areas: the regulatory and doctrinal foundations for the development of leadership competence; the institutional and organizational structure of officer training; methodological approaches to the development of military leaders; the practice-oriented component of training; assessment mechanisms for leadership competence development; and the integration of formal, non-formal, and informal education. It was determined that in the USA and the UK, leader competence development is implemented as a comprehensive multi-level system, integrated into the educational, professional, and individual components of an officer’s professional development. It was proven that in the countries under study, leadership serves as a system-forming principle of professional military education, determining the content of educational programs, methodological support, practical training, evaluation mechanisms, and the ongoing professional development of military personnel. Meanwhile, it has been shown that a modern legal framework for leadership development has been established in Ukraine and institutional reforms have been initiated; however, the system is still in its formative stage and requires further integration of legal, organizational, methodological, practice-oriented, and innovative components. This study’s scientific novelty lies in conducting the first comprehensive comparative pedagogical analysis in Ukrainian educational science of leadership competence development among officers from the US, the UK, and Ukraine, based on a set of interrelated analytical dimensions. The practical significance of the findings lies in substantiating methodological recommendations on the creative application of constructive ideas, informed by international experience, to further develop leadership competence among officers of the Armed Forces of Ukraine.