Нistorical overview of the introduction of military training in Ukrainian institutions of higher education (the case of the Kyiv institute of people's education)

DOI: https://doi.org/10.17721/1728-2640.2026.162.15

Abstract

Introduction. In the context of the Russian–Ukrainian war, the issue of military-patriotic education of young people has become particularly acute. In September 2025, in accordance with the Law of Ukraine “On Military Duty and Military Service,” mandatory Basic General Military Training (BGMT) was introduced in Ukrainian higher education institutions. In this context, it is important to analyze historical experience, since similar attempts to “militarize” higher education had already taken place in Ukraine. The present study demonstrates how higher educational institutions were involved in the military training of youth during the 1920s, reveals the mechanisms through which the state influenced the educational system in order to cultivate disciplined and politically trained teaching personnel, and makes it possible to assess which approaches proved effective and which require reconsideration.

Methods. General scientific and general historical methods made it possible to conduct a comprehensive analysis and assessment of the historical context of the research topic. The facts examined in the study are considered in their development and within a specific historical setting, which necessitated the use of the comparative-historical method. A comprehensive approach, as well as problem-chronological and comparative methods, was employed in the selection and analysis of sources.

Results. The initial stage of the introduction of military training in higher educational institutions of the Ukrainian SSR (1925–1930) has been reconstructed. The study identifies the general trends and specific features of this process at the Kyiv Institute of People's Education, analyzes state requirements and the actual implementation of “militarization,” and examines the objective and subjective obstacles that hindered its realization during the second half of the 1920s.

Conclusions. In 1924–1925, a military reform was carried out in the USSR, one consequence of which was the reorganization of the system for training military personnel and the establishment of military instruction for the civilian population. During the first stage (1926–1927), the regulatory framework, curricula, and study plans for higher educational institutions were developed according to their specialization. At the Kyiv Institute of People's Education, militarization began in November 1926 largely owing to the efforts of the military instructor L. I. Chyzhun. During the second stage (1927–1930), after initial shortcomings had been recognized, military training became more standardized; funding was allocated for the establishment of military classrooms, and greater attention was paid to students’ physical fitness. At the same time, a major drawback of the militarization of civilian higher education institutions became evident: training programs were identical for students of different years of study. As a result, throughout their four years of education, students repeatedly studied almost the same material, while their academic specialization was taken into account only to a very limited extent.