The preparation of future specialists in pre-conscription military education requires not only the acquisition of military knowledge and practical skills but also the development of pedagogical potential, social responsibility, psychological stability, and leadership qualities. This study examines the socio-psychological mechanisms that contribute to the formation of pedagogical potential among students of pre-conscription military education. Particular attention is given to motivation, socialization, teamwork, leadership, communicative culture, psychological resilience, and reflective thinking. The study also proposes a situational-training technology that integrates problem-based learning, case analysis, role-play, group discussion, and reflection. A pedagogical experiment was conducted with two student groups: an experimental group and a control group. The findings indicate that students who participated in the situational-training program demonstrated stronger growth in pedagogical potential than those who followed traditional instruction. The results suggest that socio-psychological mechanisms, when supported by interactive and practice-oriented teaching methods, can significantly enhance the professional and pedagogical readiness of military education students.
Iskandar Rashidjon ugli Ermanov (2026) studied this question.