The study was intended to carry out a comprehensive theoretical analysis of the pedagogical and methodological problems which are associated with the introduction of systems of artificial intelligence into training programmes in the defence sector. The research was based on a systematic comparison of strategic plans and regulatory acts in Ukraine, the USA and the Federal Republic of Germany, which was used for a comparison of approaches to the development of new professional competencies for the officer corps. The study found that the Ukrainian educational sector is developing according to a model of accelerated adaptation, where the implementation of a multi-level officer education system in line with North Atlantic Treaty Organization standards and the incorporation of extended distance learning courses have ensured the viability of institutions in combat conditions. The study determined that the USA prioritises the concept of rapid victory through flexible development cycles, whilst in Germany, the emphasis is on value-oriented engineering and independent programme validation. Statistical data confirmed the rapid growth of the AI-based military training market, which is set to reach USD 2.17 billion by 2030, in the context of a 24% increase in venture capital investment in specialist defence start-ups. The significance of the “human-in-the-loop” management principle has been identified, ensuring that responsibility for decision-making in complex tactical scenarios is maintained. The data revealed that the primary methodological issue remains the black-box effect, which, in the absence of algorithmic transparency, reduces staff confidence in technical tools. The practical significance of this is determined by its potential use by educational institutions to develop compulsory modules on query engineering, data verification and the ethical auditing of simulators
Bestiuk et al. (Fri,) studied this question.