Luna Andrea, Ocaña Mauro, Rodríguez-Moreno Javier, Ortíz-Colón Ana María
Human and Social Sciences, University of the Armed Forces (ESPE), Sangolquí, Ecuador.
Department of Human and Social Sciences, University of Jaén, Jaén, Spain.
Front Psychol. 2025 May 23;16:1593326. doi: 10.3389/fpsyg.2025.1593326. eCollection 2025.
Military students are often believed to possess different traits compared to civilian students, e.g., discipline and motivation. Yet, to implement a technology-enhanced learning environment, stakeholders must first address the complexity of student learning in military higher education institutions. Through a mixed-methods approach, we used latent profile analysis of MSLQ scores, complemented by a comprehensive study of academic programs and faculty interviews, to reveal that heterogeneity among military students is not significantly different from that of civilian students. We identified four distinct groups: (1) highly motivated students with strong self-efficacy and learning strategies, (2) students with low self-efficacy and high anxiety, (3) moderately motivated students, and (4) students with inconsistent learning profiles. Our analysis revealed that while the current pedagogical structure aims to balance theoretical, practical, and autonomous learning, it may not effectively meet the needs of all student profiles. However, LMS platforms, military simulators, and other digital tools can serve not only as instructional resources but also as potential catalysts for truly personalized and adaptive military education. Effective military pedagogy in the 21st century must recognize and address the diversity of learning profiles. This includes strengthening self-regulation and cognitive strategies through tailored technological interventions, optimizing digitally enriched hands-on activities, and increasing teacher awareness of motivational and emotional factors. This research offers a concrete roadmap for optimizing military training, positioning technology as a key driver of pedagogical transformation to better prepare future military leaders for the challenges of an ever-evolving world.
人们通常认为，与普通学生相比，军校学生具有不同的特质，例如纪律性和积极性。然而，要实施技术增强型学习环境，利益相关者必须首先应对军事高等教育机构中学生学习的复杂性。通过混合方法，我们对MSLQ分数进行了潜在剖面分析，并辅以对学术课程的全面研究和教师访谈，以揭示军校学生之间的异质性与普通学生并无显著差异。我们确定了四个不同的群体：（1）积极性高、自我效能感强且学习策略良好的学生；（2）自我效能感低且焦虑程度高的学生；（3）积极性中等的学生；（4）学习情况不一致的学生。我们的分析表明，虽然当前的教学结构旨在平衡理论学习、实践学习和自主学习，但可能无法有效满足所有学生群体的需求。然而，学习管理系统平台、军事模拟器和其他数字工具不仅可以作为教学资源，还可以成为真正个性化和适应性军事教育的潜在催化剂。21世纪有效的军事教学必须认识到并应对学习情况的多样性。这包括通过量身定制的技术干预加强自我调节和认知策略，优化数字化丰富的实践活动，并提高教师对动机和情感因素的认识。这项研究为优化军事训练提供了具体路线图，将技术定位为教学变革的关键驱动力，以便更好地让未来的军事领导人应对不断变化的世界带来的挑战。
