PEDAGOGICAL INNOVATION IN MILITARY HIGHER EDUCATION: THE PERSPECTIVE OF CADETS AT THE MILITARY ACADEMY

Resumo

This study examines the contribution of pedagogical innovation to the development of command and leadership competencies in military higher education, emphasising the role of active learning methodologies, student-centred approaches, and the pedagogical integration of digital technologies in officer training. Using an exploratory-confirmatory quantitative design and Structural Equation Modeling, data were collected from 398 cadets of the Portuguese Military Academy through the Innovative Pedagogical Practices Perception Scale. The findings revealed a robust three-factor structure comprising Active and Experiential Learning, Perceived Pedagogical Innovation, and Pedagogical Integration of Technology. The structural model showed that Active and Experiential Learning has a positive and significant effect on the development of command and leadership competencies and on perceptions of teaching effectiveness. In contrast, Perceived Pedagogical Innovation and Pedagogical Integration of Technology did not demonstrate significant direct effects. The results suggest that leadership competency development in military higher education is primarily enhanced through contextualised, practice-oriented learning experiences based on problem-solving and realistic operational scenarios.