Abstract:

Lifelong learning is fundamental to officers' professional activities, as the military environment is characterized by constantly evolving security challenges, technological advances, and increasingly rigorous leadership and training requirements. The article analyses how to integrate lifelong learning into cadet training at the General Jonas Žemaitis Military Academy of Lithuania (MAL). The modern context of military education requires training future officers to be independent, thoughtful, and able to adapt quickly to rapidly changing conditions. Educational strategies that promote cadets' independence, critical thinking, and competency-based assessment are fundamental here. The article analyses how these requirements comply with the principles of the Sectoral Qualification Framework for the Military Officer Profession (SQF-MILOF) of the European Union (EU) member states. Particular attention is paid to integrating reflection, mentoring, and experiential learning into academic study programs. It also discusses the institutional and cultural challenges that arise when implementing lifelong learning values in a military environment, where principles of discipline and hierarchy are fundamental. The results show that implementing lifelong learning principles at the initial stage of officer training lays the foundation for continuous professional development throughout their careers. The integration of SQF-MILOF standards not only strengthens cadets' competencies but also improves interoperability and professional compatibility with EU member states.

A study was conducted to investigate MAL cadets' attitudes towards the development of lifelong learning competence. The study used a mixed-methods approach to reveal differences in respondents' views. Lifelong learning in an officer's professional activities is understood as continuous skill development, reflection, and adaptation to changing professional requirements. In the prepared questionnaire, this concept is reflected in several thematic blocks of statements. Open-ended questions in a mixed study provide opportunities to identify individual learning needs, barriers, and experiences, which are necessary when developing continuous professional development programs for officers.

The study's results show that the majority of cadets positively assess continuous professional learning, self-reflection, and independent knowledge development. It was found that a positive attitude towards lifelong learning is associated with a higher assessment of the development of pedagogical competencies, especially in didactics and feedback.

In conclusion, in line with the SQF-MILOF and EU lifelong learning provisions, MAL cadet training should be based on a continuous, systematic, and reflexive learning process, encompassing formal, non-formal, and independent learning.

Keywords:

Lifelong learning, cadet education, competence development, SQF-MILOF, Lithuania.