EXPERIENTIAL LEARNING IN PROFESSIONALLY ORIENTED DISCIPLINES

Abstract

The article is devoted to the analysis of the introduction of experiential learning into the process of studying professional disciplines by future border guards. The relevance of the study is confirmed by the fact that after completing their studies in higher educational institutions and being appointed to primary positions, many graduates face psychological insecurity and fear of making mistakes because of the lack of real professional experience. Traditional training methods that focus exclusively on working with textbooks in classrooms are unable to develop the skills necessary to solve non-typical tasks. An effective solution to this problem is the introduction of the concept of learning through experience (empirical learning), the main element of which is the combination of practical activity with the reflection on one's own actions and their immediate results. The modern system of future border guards’ training successfully combines two key formats: comprehensive practical classes in real conditions and immersive training. During classes directly at operating border crossing points, cadets are involved in performing duties, which allows them to master the technologies of passing people and vehicles in practice, immerse themselves in the real work pace, and realize a high level of personal responsibility for the decisions made. Digital tools (3D tours, personal identification simulators, etc.) allow the creation of a realistic environment with the effect of presence. Immersive technologies provide a unique opportunity to simulate crisis and non-standard service situations without material costs. Cadets can repeatedly practice algorithms for checking documents, detecting forgeries or inspecting the vehicles. At the same time, the real conditions of service ensure authenticity, live communication and the formation of psychological resilience. The combination of classes in a real professional environment and immersive technologies creates a holistic, flexible system for training future specialists. The empirical approach transforms dry theoretical knowledge into sustainable professional competencies, develops analytical thinking, forms preventive risk assessment skills, and significantly increases overall motivation for future service.