The subject of this study is the integration of networking into the professional training of students at educational institutions within the Russian Ministry of Internal Affairs within the context of moral and psychological support for information security. The article provides a theoretical justification for the need to transition from traditional forms of professional training to networked models that ensure flexibility and interconnectivity between the educational, informational, and psychological components of the educational process. The study is based on a systemic, activity-based, and competency-based approach, utilizing an analysis of modern pedagogical concepts, regulatory requirements, and practices of networking in education. A literature review demonstrates that networking contributes to the development of professional identity, communicative competencies, and resilience to information and psychological influences, but has been understudied in the context of departmental education and information security (see the works of contemporary Russian authors on networking in professional education). Key findings include the identification of contradictions between traditional training and the requirements of the digital environment, as well as the justification for networking as a system-forming factor in the modernization of professional education. The scientific novelty lies in the comprehensive examination of networking as a factor in increasing the effectiveness of training specialists for the Ministry of Internal Affairs of Russia. The practical significance of the results lies in the substantiation of the structure of a pedagogical experiment on the implementation of networking and the development of recommendations for its organization in educational institutions of the Ministry of Internal Affairs of Russia.
Natal'ya Gracheva (Wed,) studied this question.