Andrey V. Shishlyannikov

The relevance of the problem under study is due to the digital transformation of the Armed Forces of the Russian Federation, the re-equipment of troops with high-tech weapons and the increasing requirements for an officer as a researcher capable of introducing innovations. The traditional knowledge-oriented paradigm of military education does not fully develop the cadets' research initiative and internal motivation for scientific creativity. In addition, the effectiveness of cadet research management is often limited by the unpreparedness of mentors for tutor support. This contradiction determines the need to develop new pedagogical conditions and mechanisms for integrating innovative and digital tools into the process of training a researcher officer. The aim of the article is to theoretically substantiate and, using the example of the practical experience of the Ryazan Guards Higher Airborne Command School, to reveal the structural and functional model of pedagogical support for cadets' research activities in the form of mentoring implemented through a set of specially created pedagogical conditions. The research methodology is based on systemic, competence-based, activity-based, axiological, andragogical, tutor-based, project-based, cognitive, digital, and integrative approaches. The experimental work included the testing of the developed model in the real educational process of RGHACS, followed by an analysis of quantitative and qualitative results. In the course of the research, a set of pedagogical conditions for the development of cadets' readiness for research activities was identified and substantiated: creation of a scientific and methodological system for the training of mentors and tutors; introduction of innovative technologies (problem-based learning, project-based learning, game modeling, case method); integration of digital technologies into the educational process; creation of motivational and value-based conditions for pedagogical support. Qualitative changes were reflected in the transformation of the cadets' research position from a passive performer to an active subject capable of independently identifying problems and finding innovative solutions. The theoretical significance lies in clarifying the concept of "cadets' readiness for research activities" in relation to the conditions of digital transformation of military education, substantiating the totality of pedagogical conditions and developing a structural and functional model of pedagogical support in the form of mentoring. The practical significance lies in the possibility of using the proposed model and methodological recommendations in the military education system to improve the effectiveness of the training of researcher officers.