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Between 2020 and 2022, lockdown and restraining measures as a result of the COVID-19 pandemic led to changes in daily routines and also in language usage. At certain points during the pandemic, populations in some countries were unwilling or unlikely to respond to government messages, either because of the tone and analytic discourse used by leaders, or because they did not understand the messages. Linguistic markers and meanings were therefore linked to low levels of engagement, negative emotions and high levels of analytical thinking, especially in relation to the discourses of influential international leaders. We subjected sixteen speeches by eight country leaders to topic modelling and sentiment analysis in order to understand how the psychological functions of language were affected during two different periods of the COVID-19 pandemic. In this topic analysis we organize 39,073 words collected from sixteen authentic speeches delivered in two different periods of the acute phase of the pandemic. These were encoded in the Linguistic Inquiry Word Count program (LIWC), with the main aim being to identify differences between the periods. We examined the following aspects: (1) the emotional tone, analytical thinking and clout (empathy dimension); (2) the changes in these three dimensions or factors between periods 1 and 2 (February and May 2020). We observed a negative relationship between emotional tone and analytical thinking and a positive relationship between clout and emotional tone. When we considered the changes in pandemic circumstances, the psycholinguistic profiles of eight country leaders demonstrated fluctuations in language and emotions. Further reviews and research should focus on the current language and deficit wording of this population (leaders). We also note that psychologists and schoolteachers can play an important role in supporting language programmes with positive wording and by emphasising the collateral effects of face-to-face classes when teaching children to read and write. [ABSTRACT FROM AUTHOR]

Critical thinking skills are essential in the teaching process to develop students' logical and analytical thinking abilities. This skill teaches students to approach information with skepticism, analyze it, consider different perspectives, and draw objective conclusions while making independent decisions. Critical thinking is one of the key components for deeper learning, more effective problem-solving, and fostering creativity in education. It enhances students' academic success, turning them into more active learners and developing the logical and analytical thinking skills necessary for their future careers. Developing this skill in the teaching process ensures that students become more independent and creative thinkers and plays a crucial role in shaping future leaders. Critical thinking in education is not just about learning facts, but also about analyzing and applying them in practical life, making it highly valuable. [ABSTRACT FROM AUTHOR]

This study addresses the issue of adolescents' susceptibility to racial misinformation, testing a socio‐analytical intervention within an educational community through the inducement of analytical processing of misleading news on one side, and mediated contact on the other. Rolling Minds web app has been designed to implement a hybrid schools intervention thanks to which classmates engage with conversational agents, guiding them in deconstructing racial stereotypes, reframing misleading narratives and empathizing with immigrants' point of view. All the intervention activities aim to enhance intergroup contact. For this purpose, in this study, which involved 208 young participants (mean age 14.65; SD = 0.74), we pursued two research objectives. Firstly, by employing a person‐centred approach, our first research question (RQ1) is to identify subgroups of adolescents based on their propensity to engage in analytical reasoning, stereotypical beliefs and self‐transcendence values, finding different vulnerability clusters to racial misinformation. In relation to the emerging profiles, their reactions to the misleading news were initially observed (ie, sharing and fact‐checking). Secondly, regarding the second research question (RQ2), through path analysis we aim to understand whether and how adolescents characterized by different profiles vary in performing activities of socio‐analytical intervention aimed at enhancing contact intentions. These results can guide the development of tailored hybrid educational strategies to engage young people in approaching racial online misinformation in a more reflective and unbiased manner, considering the adolescents' individual differences in vulnerability to racial hoaxes. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Between 2020 and 2022, lockdown and restraining measures as a result of the COVID-19 pandemic led to changes in daily routines and also in language usage. At certain points during the pandemic, populations in some countries were unwilling or unlikely to respond to government messages, either because of the tone and analytic discourse used by leaders, or because they did not understand the messages. Linguistic markers and meanings were therefore linked to low levels of engagement, negative emotions and high levels of analytical thinking, especially in relation to the discourses of influential international leaders. We subjected sixteen speeches by eight country leaders to topic modelling and sentiment analysis in order to understand how the psychological functions of language were affected during two different periods of the COVID-19 pandemic. In this topic analysis we organize 39,073 words collected from sixteen authentic speeches delivered in two different periods of the acute phase of the pandemic. These were encoded in the Linguistic Inquiry Word Count program (LIWC), with the main aim being to identify differences between the periods. We examined the following aspects: (1) the emotional tone, analytical thinking and clout (empathy dimension); (2) the changes in these three dimensions or factors between periods 1 and 2 (February and May 2020). We observed a negative relationship between emotional tone and analytical thinking and a positive relationship between clout and emotional tone. When we considered the changes in pandemic circumstances, the psycholinguistic profiles of eight country leaders demonstrated fluctuations in language and emotions. Further reviews and research should focus on the current language and deficit wording of this population (leaders). We also note that psychologists and schoolteachers can play an important role in supporting language programmes with positive wording and by emphasising the collateral effects of face-to-face classes when teaching children to read and write.

Abstract The growing integration of artificial intelligence (AI) dialogue systems within educational and research settings highlights the importance of learning aids. Despite examination of the ethical concerns associated with these technologies, there is a noticeable gap in investigations on how these ethical issues of AI contribute to students’ over-reliance on AI dialogue systems, and how such over-reliance affects students’ cognitive abilities. Overreliance on AI occurs when users accept AI-generated recommendations without question, leading to errors in task performance in the context of decision-making. This typically arises when individuals struggle to assess the reliability of AI or how much trust to place in its suggestions. This systematic review investigates how students’ over-reliance on AI dialogue systems, particularly those embedded with generative models for academic research and learning, affects their critical cognitive capabilities including decision-making, critical thinking, and analytical reasoning. By using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, our systematic review evaluated a body of literature addressing the contributing factors and effects of such over-reliance within educational and research contexts. The comprehensive literature review spanned 14 articles retrieved from four distinguished databases: ProQuest, IEEE Xplore, ScienceDirect, and Web of Science. Our findings indicate that over-reliance stemming from ethical issues of AI impacts cognitive abilities, as individuals increasingly favor fast and optimal solutions over slow ones constrained by practicality. This tendency explains why users prefer efficient cognitive shortcuts, or heuristics, even amidst the ethical issues presented by AI technologies.

Mentoring in higher education is a necessity and an obligatory process of transferring the experience of teaching staff to young teachers. Statistics show that the younger generation is not eager to devote themselves to teaching, sometimes because they are not aware of all aspects of the profession. The mentoring task in higher education is to involve the younger generation in a unique pedagogical process. The work is complex, requiring from the parties a creative approach and the ability to turn a young specialist in the direction of pedagogy. Everything is important in this process from understanding the financial component to recognizing the social significance of the activity. Mentoring for young teachers, graduate students, masters in teaching economic disciplines, along with the regularities of the process has its own significant features, which arise from the economic reality study specifics, as well as the presence of numerous concepts and theories that interpret this economic reality itself and on the basis of this proposing a certain state economic policy. The issue becomes relevant also because the approaches to the federal state educational standards are being transformed in Russia.

The learning management model it is another form of learning. that uses the application as a tool to promote analytical thinking for youth in the digital age with a flexible and easy to access anywhere anytime, aimed at promoting analytical thinking among youths in the digital age through applications seeks to develop analytical thinking by integrating concepts from various disciplines, including constructivism theory, self-regulation, social support, and connectivism theory. This framework aims to guide learners through the following steps: 1) problem identification or topics of interest, 2) knowledge exploration, 3) analysis process, 4) application of knowledge or real-life practices, 5) conclusion and effective knowledge presentation, and 6) reflection process within learners or self-assessment. Through the integration of various important theoretical concepts, an effective learning management model has been created to promote analytical thinking skills among youths in the digital age. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to identifying the level of analytical thinking and its relationship to the skills of response and simple response to the foil weapon for students of the College of Physical Education and Sports Sciences, University of Basra. Achieving the objectives of the research requires the use of a research method, and accordingly, the researchers used the descriptive method using the survey method. The two researchers identified the research community with the students of the third stage - College of Physical Education and Sports Sciences / University of Basra / for the academic year (2021-2022). Their number is (45) students and the two researchers chose the entire research community to represent the research sample. One of the most important results reached by the researcher is that: There is a significant correlation between the student's analytical thinking and the skills of replying and simple replying, and the research sample individuals have a good level of analytical thinking, which helps them to perform sports skills, including fencing skills. One of the most important recommendations recommended by the researchers is that: Investing in the level of understanding shown by the research sample of the role of analytical thinking in performing skills, fencing lessons and training should include situations that encourage the use of analytical thinking, and conducting similar studies and research on university students in Iraq. [ABSTRACT FROM AUTHOR]

The growing integration of artificial intelligence (AI) dialogue systems within educational and research settings highlights the importance of learning aids. Despite examination of the ethical concerns associated with these technologies, there is a noticeable gap in investigations on how these ethical issues of AI contribute to students' over-reliance on AI dialogue systems, and how such over-reliance affects students' cognitive abilities. Overreliance on AI occurs when users accept AI-generated recommendations without question, leading to errors in task performance in the context of decision-making. This typically arises when individuals struggle to assess the reliability of AI or how much trust to place in its suggestions. This systematic review investigates how students' over-reliance on AI dialogue systems, particularly those embedded with generative models for academic research and learning, affects their critical cognitive capabilities including decision-making, critical thinking, and analytical reasoning. By using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, our systematic review evaluated a body of literature addressing the contributing factors and effects of such over-reliance within educational and research contexts. The comprehensive literature review spanned 14 articles retrieved from four distinguished databases: ProQuest, IEEE Xplore, ScienceDirect, and Web of Science. Our findings indicate that over-reliance stemming from ethical issues of AI impacts cognitive abilities, as individuals increasingly favor fast and optimal solutions over slow ones constrained by practicality. This tendency explains why users prefer efficient cognitive shortcuts, or heuristics, even amidst the ethical issues presented by AI technologies. [ABSTRACT FROM AUTHOR]

This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study found that nontraditional students have low clout, a high drive for achievement, and a high motive of allure. In addition, students participating in credit for prior learning (CPL), also referred to as prior learning assessment (PLA), have statistically higher analytical thinking, drive for affiliation, and reward as motive. These results offer implications for prospective and nontraditional students, for academic advisors and instructors, and for higher education institutions and CPL programs. [ABSTRACT FROM AUTHOR]

The cognitive reflection test (CRT) is an experiment task commonly used in Western countries to test intuitive and analytical thinking styles. However, the validity of this task for Chinese participants has not been explored. Therefore, this study recruited Chinese college students to finish CRT tasks with various experimental designs. To gauge the accuracy of the CRT tasks, 438 Chinese college students first completed online questionnaires. Participants were then invited to participate in an offline laboratory with the same experimental settings. Finally, time pressure was used to strictly control intuition and analytical thinking to explore the performance of Chinese college students on CRT tasks. The results show that of the three experiments, Chinese college students had the highest accuracy in the offline test, and the CRT's intuitive conflict problem still applies to Chinese students under the time-limited condition. This study demonstrates the validity of the CRT in China and proves that time pressure is an effective method for identifying individuals with strong logic ability. [ABSTRACT FROM AUTHOR]

This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and assess student satisfaction with the approach. This work follows a classroom action research approach involving planning, action, observation, and reflection steps. The target group comprises 25 grade 6 students studying in the first semester of the 2022 academic year at an elementary school in Northeast Thailand, selected through purposive sampling. The research tools include six 5E inquiry-based learning plans, an analytical thinking skills test, and a satisfaction questionnaire. Data collection involves implementing the learning plan in two operational cycles, conducting analytical thinking tests, and administering satisfaction questionnaires. The collected data are analyzed to determine achievement levels and satisfaction ratings. The statistics used are mean, standard deviation, and percentage. The findings from the first operational cycle indicate that 76.0% of students did not meet the evaluation criteria. After the second operational cycle, the mean score improved, and all students met the assessment criteria of 70.0%. Overall, the inquirybased learning approach has the potential to enhance analytical thinking skills, and student satisfaction levels were generally positive. These findings highlight the importance of incorporating effective learning management strategies, such as analytical thinking, to improve students' higher-order thinking skills. [ABSTRACT FROM AUTHOR]

Background: The belief in conspiracy theories and paranoid ideation are often treated as almost synonymous. However, there is to date no research concerning shared underlying cognitive underpinnings of belief in conspiracy theories and paranoid ideation. One potential underlying factor could be the well-known jumping to conclusion (JTC) bias, the tendency of persons with delusions to perform hasty decisions that are sometimes based on little evidence. Furthermore, a preference for a more intuitive general thinking style, as opposed to an analytical thinking style, could be an additional underlying cognitive factor of both conspiracy theories and paranoia. Thus, the aim of the present study is to investigate in a large sample of non-clinical individuals whether the JTC-bias is more pronounced in individuals who display a stronger belief in conspiracy theories and whether both are related to a more intuitive thinking preference. Methods: We assessed the data of 519 non-clinical individuals regarding their respective approval of 20 specific conspiracy theories in an online study. Further, we assessed the JTC-bias by using a computerized variant of the beads task (fish task). Thinking preferences were measured with the Rational-Experiential Interview. Results: Subjects who displayed the JTC-bias presented a more pronounced belief in conspiracy theories. In addition, gathering little information in the fish task before performing a decision (less draws to decision) was related to a stronger endorsement of conspiracy theories and a more intuitive thinking style (and a less analytic thinking style). Finally, a preference for intuitive thinking predicted a stronger belief in conspiracy theories in a multiple regression analysis. Conclusions: Our results demonstrate the implication of a preference for an intuitive thinking style accompanied by a propensity to faster decision-making (JTC-bias) as possible cognitive underpinnings of beliefs in conspiracy theories. Furthermore, our study is the first to confirm the notion of the JTC-bias as a reflection of the use of an intuitive thinking style. [ABSTRACT FROM AUTHOR]

The research aims to explore the impact of the strategy of imaginative learning on the development of analytical thinking among fifth-grade primary school students in mathematics. To achieve the research objective, the researcher formulated four null hypotheses and utilized an experimental design with two equivalent groups (an experimental group and a control group). The research sample consisted of 62 students from the fifth grade, with 32 students in the experimental group and 30 students in the control group. The reliability for the test of analytical thinking skills was 0.82 using the Kuder-Richardson Formula 20, indicating good reliability with an acceptable ratio. Building on the findings of the current research, the researcher suggests conducting the following study: The impact of the strategy of imaginative learning on the academic achievement of fifth-grade students in mathematics and the development of their mathematical thinking skills. [ABSTRACT FROM AUTHOR]

This research reports the publication trend of analytical thinking skills (ATS) in physical education (PE) from the Scopus database for 1983-2023 (the last 40 years). On October 4, 2023, the data was inspected using the title, abstract, and keyword "Analytical and Thinking and Skills and Physical and Education," which succeeded in finding 30 published documents, and 1 article was eliminated because it was duplicated. The 29 bibliographies represent four types of documents, namely articles (55%), conference papers (35%), book chapters (7%), and reviews (3%). In the last 40 years, only in 2023 were up to 6 documents successfully published, whereas in other years <3 Documents were published. The highest citations were in 2012, with 90 citations (for two documents), while the articles with the highest citations were 42. There was no dominant author or affiliate in ATS publications because neither author nor affiliate succeeded in contributing >1 article. The results of the VOSviewer analysis prove that network, overlay, and density do not have a high item load, so they do not give rise to largeterm patterns in the visualization. Finally, research on ATS in PE is, in fact, still very limited, thus providing potential opportunities for future researchers to develop ATS research themes in various aspects to support the implementation of quality PE to support students surviving in the 21st century. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to; (1) Develop learning management activities by applying problem-based learning for grade 9 students in science and technology subjects, meeting the 70/70 criteria. (2) Develop analytical thinking among grade 9 students to meet the 70 percent threshold. Moreover, (3) study satisfaction with learning management by applying problem-based learning. The researchers developed learning management activities for grade 9 students in science and technology courses in this research by applying problem-based learning. The tools used in the research include; (1) Learning Management Plan 5 Plans. (2) analytical thinking Tests. Moreover, (3) satisfaction questionnaires. Statistics used to analyze the data include percent average and standard deviations. The sample groups used in the research are grade 9 students and 23 students from a school in Kalasin province, Indonesia. They were collected by; (1) Analytical thinking Test 30 items. (2) Satisfaction assessment 10 items. The research results showed; (1) The development of learning management activities by applying problem-based learning for students in grade 9 in science and technology subjects to be effective 72.12/70.76, higher than the specified threshold of 70/70. (2) The development of analytical thinking accounted for 71.51%. Meet the 70 % threshold. It shows that managing learning by applying problem-based learning can develop analytical thinking. Moreover, (3) Students are satisfied with learning management by applying problem-based learning. It averaged 4.74, with the highest level of satisfaction.

In this exploratory study with a community sample (N = 115), we look at the perception of pro-Russia and pro-Ukraine misinformation, mimicking content shared by naive Facebook users, and the factors related to it among pro-Ukraine Latvians. Our results support the integrative model in the perception of misinformation--we found strong evidence of myside bias, as pro-Russia misinformation was judged to be significantly less accurate than pro-Ukraine misinformation. Analytical thinking, measured with the seven-item cognitive reflection test, was associated with lower levels of pro-Ukraine misinformation accuracy judgments and lower overall misinformation accuracy judgments; however, there was no correlation between analytical thinking and pro-Russian misinformation accuracy judgments. Pro-Ukrainian misinformation accuracy judgments were positively related to positive emotions elicited by misinformation, the level of support for Ukraine, and the participant's age. In addition, participants indicated a higher likelihood of engaging with misinformation if they came across it online, trusted the information, and if it elicited positive emotions. Thus, our findings emphasize the role of one's attitude, analytical thinking, and emotions in one's perception, evaluation, and engagement with congruent and incongruent misinformation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to (1) Develop learning management activities using the 5E inquiry-based learning model. science and technology course of students in grade 3. (2) Develop the analytical thinking of grade 3 students to pass the criteria of 70%. (3) To study the satisfaction of grade 3 students towards learning management using the 5E inquiry-based learning model. Thus, the researchers developed our solar system learning activities. of6- plans and developing analytical thinking skills of grade 3 students of 31 people. The results showed That (1) Learning management using the 5E quest model Amount of 6 plans and passed the evaluation of suitability efficiency by 3-experts. (2) The results of the development of analytical thinking of grade 3 students. It was found that after receiving the learning management, inquiry-based learning style 5E with an average of 7.25 representing 72.74 percent (3) Satisfaction of grade 3 students towards the learning management of the 5E inquiry-based learning model. with a high level of satisfaction.

The cognitive reflection test (CRT) is an experiment task commonly used in Western countries to test intuitive and analytical thinking styles. However, the validity of this task for Chinese participants has not been explored. Therefore, this study recruited Chinese college students to finish CRT tasks with various experimental designs. To gauge the accuracy of the CRT tasks, 438 Chinese college students first completed online questionnaires. Participants were then invited to participate in an offline laboratory with the same experimental settings. Finally, time pressure was used to strictly control intuition and analytical thinking to explore the performance of Chinese college students on CRT tasks. The results show that of the three experiments, Chinese college students had the highest accuracy in the offline test, and the CRT’s intuitive conflict problem still applies to Chinese students under the time-limited condition. This study demonstrates the validity of the CRT in China and proves that time pressure is an effective method for identifying individuals with strong logic ability.

We examined how scientific literacy (scientific reasoning, scientific knowledge, and trust in science), analytical thinking and the importance of epistemic rationality relate to the belief in the efficacy of complementary and alternative medicine (CAM) and other health-related unfounded beliefs (COVID-19 conspiracies, pseudoscientific and magical beliefs, and cancer myths). A representative sample of 1038 Slovaks (Mage = 42.08, SD = 13.99) participated in the study. While CAM belief correlated with COVID-19 conspiracy theories, pseudoscientific beliefs, magical health-related beliefs, and cancer myths, it appeared that belief in CAM was primarily driven by lower trust in science, lower analytical thinking, and, interestingly, a higher need to be epistemically rational. Other components of scientific literacy did not significantly predict CAM belief but they did predict other health-related unfounded beliefs, which may suggest that a more fine-tuned approach to studying CAM beliefs is needed.

In this exploratory study with a community sample (N = 115), we look at the perception of pro-Russia and pro-Ukraine misinformation, mimicking content shared by naive Facebook users, and the factors related to it among pro-Ukraine Latvians. Our results support the integrative model in the perception of misinformation—we found strong evidence of myside bias, as pro-Russia misinformation was judged to be significantly less accurate than pro-Ukraine misinformation. Analytical thinking, measured with the seven-item cognitive reflection test, was associated with lower levels of pro-Ukraine misinformation accuracy judgments and lower overall misinformation accuracy judgments; however, there was no correlation between analytical thinking and pro-Russian misinformation accuracy judgments. Pro-Ukrainian misinformation accuracy judgments were positively related to positive emotions elicited by misinformation, the level of support for Ukraine, and the participant's age. In addition, participants indicated a higher likelihood of engaging with misinformation if they came across it online, trusted the information, and if it elicited positive emotions. Thus, our findings emphasize the role of one's attitude, analytical thinking, and emotions in one's perception, evaluation, and engagement with congruent and incongruent misinformation.

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In current conditions of the military-political context there are high demands on the level of professional training of officers due to the constant improvement of military equipment and changes in the conditions of combat operations. The purpose of the research is to analyze and substantiate the scientific and theoretical foundations of the content of project-analytical activity and the development of project-analytical competence of future officers. The features of military-professional activ- ities are analyzed, where specific requirements for military specialists are imposed. Project-analytical activity is defined as a key element that ensures the effectiveness of other activities of military specialists. It is emphasized that project-analytical competence of future officers includes integrative qualities and skills necessary for the analysis and design of the results of military-professional training. Project-analytical competence of military officers includes various aspects, such as attitude to information, critical think- ing, information-analytical knowledge, skills and abilities. Project-analytical activity and competence are considered as the basis of military training, contributing to the development of personal qualities of future officers, such as analytical thinking, attentiveness, creativity and responsibility. It is emphasized that military specialists must be capable of navigating the informa- tion space and actively participating in its formation. The research defines the structure of the officer project-analytical activities, including the subject, motives, purpose and means, conditions of organization and implementation and results. The authors emphasize that the process of preparing fu- ture officers for project- analytical activity in the system of military-professional education includes successive stages: moti- vational and target, theoretical and analytical, practical and professional, military-specialized training. It is also established that project-analytical competence performs motivational and target, information-analytical, prognostic, organizational and control-corrective functions. Project-analytical activity of officers, recognized as a priority in the military-professional sphere, requires specialized training of future military personnel; it contributes to the development of creativity, independence and innovation of specialists. [ABSTRACT FROM AUTHOR]