Challenges to national defence in contemporary geopolitical situation

The study conceptualizes artificial intelligence in higher education as a socio-technical system in which human cognition, institutional norms, and algorithmic processes interact. It aims to develop a model of functional differentiation that preserves students’ cognitive responsibility while enabling the safe and effective use of artificial intelligence. The study employs a mixed-methods design combining conceptual analysis with empirical data from student surveys conducted in higher education institutions in Georgia. The findings indicate that artificial intelligence enhances operational efficiency and supports academic tasks; however, its use for content generation is associated with reduced cognitive engagement and risks to knowledge reliability and academic integrity. The study concludes that clear functional boundaries, process-oriented assessment, AI literacy, and institutional governance are essential for responsible integration.

English serves as the primary operational language of NATO, with proficiency assessed through the STANAG 6001 examination. This study analyses 240 authentic texts produced during the STANAG 6001 Level 2 writing examination at the University of Defence using corpus-based error analysis. Results indicate that failure to achieve Level 2 is mainly caused by systematic morphosyntactic errors and omission of obligatory language elements. Level 2 texts demonstrate greater grammatical accuracy and complexity, with implications for targeted English language instruction in military higher education.

Physical fitness represents an essential component of military readiness and a key prerequisite for the successful completion of military training and future service. The aim of this study was to analyse and compare the annual physical fitness assessment results among University of Defence students in the Czech Republic from 2022 to 2025, with a focus on differences between faculties. The analysis was based on administrative data from standardized testing and combined both cross-sectional and longitudinal approaches. Endurance was assessed using the 12-minute run (Cooper test), while the strength component was evaluated by the maximum number of pull-ups for males and the flexed-arm hang for females. The results showed no statistically significant differences between faculties in endurance performance among either males or females. Statistically significant differences between faculties were found only among males in the strength discipline, with the highest values observed among students of the Military Faculty of Medicine. The longitudinal analysis revealed that physical performance development during the study is not linear and varies by sex, faculty, and discipline type. For males, a clear increase in strength performance was observed across all faculties, while endurance performance showed a less stable pattern, including a temporary decline in some groups. The transition between the first and second year of study proved to be a critical period, during which some students experienced a decrease in endurance performance alongside an improvement in strength abilities. The findings of this study may contribute to the optimization of physical training during military university education and to a better consideration of the specific characteristics of individual study programmes.

Artificial intelligence is undergoing unprecedentedly rapid development, profoundly transforming all areas of human activity, including higher education. The aim of this article is to analyse selected policy and guidance documents concerning the use of generative artificial intelligence at higher education institutions in the Czech Republic. The analysis reveals that Czech public universities largely share a common approach to the use of artificial intelligence in learning and teaching: its use is permitted provided it is transparent, ethical, and treated as a supportive tool rather than a substitute for students’ own intellectual work. The article further presents two illustrative examples of institutional approaches to AI tools adopted by Czech universities. In conclusion, the paper summarises the main benefits and risks associated with the use of generative AI by students and formulates recommendations for its responsible and effective application in higher education.

This article examines the impact of demographic trends and the regional distribution of high school graduates on student recruitment at the University of Defence. Based on data on the number of high school graduates in individual regions and information on applicants and enrolled students in full-time military study programs for the years 2021–2025, the article analyzes the relationship between the population potential of regions and actual interest in studying. The results reveal significant regional differences. The analysis confirms the existence of a relationship between the number of high school graduates and the number of admitted students, but also highlights the importance of other factors related to the specific nature of military studies. These findings provide a basis for targeted planning of the University of Defence’s recruitment and marketing activities.

The study aims to analyse the ability of police officers to work with digital evidence in police practice, to identify current systemic and competency-related weaknesses in the field of digital forensics, and to compare their manifestations within the Police of the Czech Republic and the police of the Free State of Saxony within the DiForPol project. A quantitative questionnaire survey was conducted via an online platform in parallel among members of the Police of the Czech Republic and the police of the Free State of Saxony. The data were analysed using descriptive statistics and qualitative content analysis of open-ended responses. The results in both national samples confirm a high level of exposure to digital evidence alongside a limited self-assessed level of professional preparedness, a strong demand for systematic training, and the persistence of technical, organisational, and capacity-related barriers. The findings provide an empirical basis for the development of a harmonised educational framework in digital forensics within law enforcement agencies and for strengthening cross-border cooperation. The study provides systematic comparative empirical data on digital forensics in Czech and Saxon police practice.

This paper substantiates the need to standardize terminology governance in the Armed Forces of Ukraine as a strategic component of defence standardization, multilingual military communication, and interoperability. Based on an author-developed draft framework entitled “Terminological Work. Fundamental Principles” the study reconstructs a unified model of terminology management based on the stages of collection, description, processing, and presentation. Particular attention is paid to translation-oriented terminography, terminology databases, and concept harmonization in Ukrainian-English military communication. The article suggests that regulated terminology management improves the quality of standards, translations, doctrinal texts, and digital language resources, thereby strengthening institutional memory, conceptual coherence, and operational compatibility with NATO partners.

This article examines the assessment of teaching of selected science and humanities undergraduate courses, some of which were taught remotely and others in person. In a questionnaire survey students compared face-to-face and distance learning of the subjects. The data were statistically processed using descriptive statistics, Mantel-Haenszel test of linear association, Pearson chi-square goodness-of-fit test, and finally cluster analysis. According to the opinion of most students, distance learning was comparable to face-to-face learning. When the respondents were divided into clusters, two comparable groups emerged—one preferring face-to-face learning, the other preferring distance learning. Humanities subjects showed to be less time-consuming and yielding better final grades for the students.

This paper shows how to use an ionizing radiation detector for practical training for students of the Department of Mathematics and Physics, Faculty of Military Technology, University of Defence. The Department of Mathematics and Physics educates future officers in technical fields, as well as civilian experts for the national security system and the defence industry. Teaching takes place in the form of lectures, theoretical exercises, and laboratory sessions. In this document, we present how students learn to apply theoretical knowledge in practice using laboratory tasks. The laboratory tasks deal with high purity germanium detectors (HPGe), which are usually used in gamma spectrometry set-ups to identify radionuclides and determine their activities in a sample.

This paper examines the role of training programme accreditation in enhancing interoperability within NATO. A case study of the Slovak JTAC programme supported by SWOT analysis and document review was applied. In this paper we have found that accreditation improves procedural standardisation, technological compatibility and operational performance, while revealing resource and organisational challenges. The study expands understanding of interoperability through a multi-layered framework as a research implication. Recommendations support optimisation of training, resource use and capability development which is a clear practical implication. Originality and value have been achieved by providing a unique empirical view of accreditation as a key tool for strengthening NATO's interoperability.