Abstract:

Hybrid warfare, the blend of conventional and unconventional tactics, poses significant challenges in the modern geopolitical landscape. The rapidly changing nature of hybrid warfare demands a dynamic and comprehensive approach to education. In response to this evolving threat, higher educational institutions should adapt their curricula to equip students with the necessary knowledge and skills to address the complexities of hybrid warfare effectively.
New paradigms are required to design curricula that not only cover conventional warfare principles but also embrace unconventional aspects of hybrid warfare. Furthermore, teaching approaches in hybrid warfare should encourage critical thinking, ethical decision-making, and the ability to discern between reliable information and disinformation. To facilitate the implementation of innovative teaching practices in Security and Defence education, instructors are invited to embrace new teaching methodologies and leverage technology effectively.
This research investigates the wide possibilities for education in the context of hybrid warfare and the students’ point of view on those matters. This research also explores methodologies of educational innovation useful for the development of a new curriculum on hybrid warfare.
For the study are also used data collected during a short but intensive international Learning and Teaching Training activity with students. In this way, educators gain access to invaluable perspectives and experiences that can enrich the curriculum. Data collected through surveys are analyzed to understand the challenges that students perceive in understanding and countering hybrid warfare. Afterwards, data have been analyzed to identify recurring themes and patterns. The findings show that students, during the school, faced a too busy schedule, too much information that left no space for innovative learning approaches. An important aspect is composed by the target audience: hybrid warfare is a wide topic that can involve people with different expertises, and some activities could be difficult for non-military students. The results provide a fertile ground for future development of a new curriculum, which could be adopted and tailored based on students’ needs.
The research was developed inside the Erasmus Project Key Action 2 HYBRYD - “Interdisciplinary Education and Training on Hybrid Warfare” which involves partners from Hungary, Italy, Romania, Slovakia, United Kingdom and Israel. The main aim of the project is to provide a conceptual framework for a better understanding of current and most likely future conflicts.

Keywords:

Curriculum development, educational innovation, hybrid warfare, innovative methodologies, security and defence education.