The formation of the professional worldview of cadets in educational institutions of the Ministry of Internal Affairs of the Russian Federation

Pecherskiy Yurii Ivanovich Associate Professor at the Voronezh Institute of the Ministry of Internal Affairs of Russia 53 Patriotov Ave., Voronezh, 394065, Russia, Voronezh Region y.i.pechersky@mail.ru Other publications by this author

Introduction. Modern challenges facing law enforcement agencies require cadets not only to have professional knowledge, but also to have a well-formed professional worldview that includes an understanding of moral and ethical norms, social and legal values. Currently, "Russian citizens expect law enforcement agencies to effectively combat crime; the work of law enforcement agencies should respond to the new situation; police officers should show an understanding of the multidimensional phenomenon of value and ideological culture" ^{[8, p. 134]}. Thus, the formation of a professional worldview of police officers in educational organizations of the Ministry of Internal Affairs of Russia is one of the main aspects of their preparation for the effective performance of official duties ^{[1, p. 120]}.

In this paper, the author's technology of forming the professional worldview of cadets of the universities of the Ministry of Internal Affairs of Russia is proposed, taking into account the specifics of professional activity and the need to integrate theoretical and practical aspects. This technology is an integrated approach aimed at creating a system that integrates theoretical and practical elements of professional training. It is based on the need for cadets to develop not only knowledge, but also stable values, moral and ethical standards that contribute to their development as future law enforcement specialists.

The main part. In modern conditions, there is a steady tendency to increase the importance of worldview as a system-forming factor determining the life strategies of individuals and society as a whole, their value-normative orientations and behavioral practices. This trend necessitates an in-depth study of the genesis, typologies, structural components and mechanisms of worldview formation at both individual and collective levels in specific socio-historical conditions.

In the context of Russian realities, the formation of a civic worldview focused on creative socially significant activities acquires the character of a strategic task at the state level, which finds normative consolidation in the Constitution of the Russian Federation, presidential decrees, Government resolutions and federal legislation.

The problem of ideological formation is becoming particularly relevant in the youth environment, where significant transformations of spiritual needs are observed while increasing social demands on the value and ideological characteristics of the individual. Modern challenges necessitate the improvement of the higher education system with an emphasis on the formation of the ideological maturity of future specialists and their professional and value orientation.

The problems of worldview are the subject of interdisciplinary research, integrating methodological approaches of philosophy, history, pedagogy, political science, sociology and other scientific fields. As a synthetic phenomenon, worldview requires comprehensive methodological tools for its study, which underlines its status as a key object of modern humanitarian research.

After analyzing scientific works devoted to the study of worldview in philosophical, psychological and pedagogical discourses, we can conclude that the most complete definition of this phenomenon was proposed by the philosopher A.G. Spirkin. In his interpretation, a worldview is a generalized system of views of an individual (and society) on the world as a whole, including awareness of one's place in it, comprehension and assessment of the purpose of one's own life and activities, as well as the prospects for the development of mankind. It integrates scientific, philosophical, socio-political, legal, moral, religious and aesthetic value orientations, beliefs and ideals.

In the context of pedagogy, the definition of worldview is revealed in the Large Modern Encyclopedia "Pedagogy" edited by E.S. Rapatsevich. Thus, a person's worldview is represented by a system of views that forms a holistic view of the world, determining a person's attitude to society, nature and himself. It acts as a key element of the personality orientation, being reflected in the value-ideological system of the individual, social groups and society as a whole.

Examining the professional worldview of cadets of educational organizations of the Ministry of Internal Affairs of Russia, it should be noted that professional and ideological issues in universities of the Ministry of Internal Affairs of Russia have not been widely disseminated in scientific and pedagogical literature. The works of such authors as Yu.A. Dudkin (formation of a legal worldview), Yu.I. Dutov (formation of a legal culture), D.V. Karabash (formation of a value-worldview culture), N.I. Tatarkina (formation of a spiritual and moral culture), V.N. Chernigov (formation of a professional-moral position) and others.

The analysis of the scientific literature allows us to conclude that the theoretical and scientific-practical aspects of the formation of the professional worldview of cadets in the universities of the Ministry of Internal Affairs of Russia, revealing its features, essence and content remain insufficiently studied.

The professional worldview of cadets of educational institutions of the Ministry of Internal Affairs of Russia, in our opinion, is a complex systemic education that synthesizes value orientations, professional knowledge, beliefs and behavioral patterns that determine a specialist's attitude to their own professional activities, the corporate environment and the social mission of the service. In the field of law enforcement, this phenomenon is becoming particularly relevant, since it acts as a cognitive and axiological basis for decision-making in conditions of increased responsibility, situational uncertainty and the need to resolve moral and ethical dilemmas.

The structural and functional analysis makes it possible to differentiate the professional worldview of an employee of the Ministry of Internal Affairs of Russia into four interrelated components:

the motivational component is determined by the dominant motives of service in the Department of Internal Affairs, forming the cadet's internal readiness to fulfill his official duty in special and extreme conditions;

axiological or value component – integrates a system of professional knowledge, an understanding of the ontology of law enforcement and awareness of its social significance, formed in the process of professional training and cognitive self-development;

the behavioral or operational component is manifested in professional actions that comply with regulatory requirements and professional and ethical standards, developing through practical experience and modeling of professional situations;

The reflexive component presupposes the ability to engage in metacognitive activities, including a critical analysis of one's own actions, an assessment of their consequences, and a focus on continuous professional improvement.

This structural model reflects the systemic nature of the professional worldview of an ATS employee, where each component performs a specific function while maintaining the integrity of the system.

Based on the theoretical provisions, it can be assumed that the developed technology of forming the professional worldview of cadets of educational organizations of the Ministry of Internal Affairs of Russia is a kind of didactic system consisting of four stages. Let's look at each of them.

The first stage of the technology involves diagnosing the level of the cadets' professional worldview – the current state of beliefs, values and ideas about the profession. It involves the use of various methods, such as questionnaires and interviews, to identify the current state of students' beliefs and ideas about future professional activities. Let's pay attention to the fact that "in the modern international situation, the formation of views and beliefs is of great importance" ^{[16, p. 209]}. This stage serves as the basis for the further formation of the educational program, which takes into account the strengths and weaknesses of the trainees, as well as the strategy for its implementation.

This stage is important because it lays the foundation for the selection of a meaningful and methodological part of the educational program, which directly affects the effectiveness of further formation of a professional worldview.

The main objectives of this stage are:

1. Identification of the current level of professional beliefs of cadets (determination of the degree of awareness of the value of the future profession, understanding of civil responsibility, as well as the level of knowledge of the basics of law and ethics).

2. Analysis of the individual characteristics of cadets (understanding the motives that drive cadets in the learning process, including their expectations of the profession, personal goals and priorities) ^{[11, p. 144]}.

3. Assessment of readiness for future professional activity (checking the level of readiness of cadets to perform official duties, understanding the risks and challenges they may face while working in the internal affairs bodies of the Russian Federation).

To achieve these goals, various diagnostic methods are used, among which the following can be distinguished.

Questionnaires. Standardized and constructive questionnaires that include questions about attitudes to the profession, understanding of the role of an employee of the Ministry of Internal Affairs of Russia in society, as well as moral and ethical aspects. The questions may cover topics such as justice, honesty, professional ethics, and respect for human and civil rights and freedoms. The results of the questionnaires are analyzed using quantitative methods, which makes it possible to identify trends in the group, as well as individual points of view.

Interview. Semi-structured interviews with cadets contribute to an in-depth understanding of their personal beliefs, emotions, and experiences. This method allows you to get high-quality information about what cadets think about their future professional activities, possible fears and hopes. The interview can also help identify the individual thinking and feelings of the cadets.

Diagnosis of the level of formation of professionally important qualities. This approach includes an assessment of such characteristics as stress tolerance, empathy, and willingness to make decisions in non-standard, special, and extreme conditions, which is critically important for law enforcement officers ^{[15, p. 178]}.

Reflection analysis. The introduction of reflective diaries in which cadets can record their feelings, thoughts and conclusions about the learning process, as well as about their own professional development. This allows teachers to track changes in the cadets' worldview as they learn.

The diagnostic stage allows not only to collect data on the state of the cadets' professional worldview, but also to create a basis for further building an effective educational program. It is essential that the formation of a worldview during education depends on the content of the curriculum in the subject ^{[9, p. 149]}. By comparing the results obtained with established standards and expectations, teachers can:

– identify the strengths of cadets that can be used in the learning process (for example, a high level of erudition contributes to a deep analysis of legal aspects, while a positive attitude towards service motivates the practical application of knowledge);

– identify weaknesses, which allows you to adjust the educational process by adding the necessary elements, such as in-depth study of ethics, regulations or practical skills related to conflict management and interaction with citizens;

– to adjust teaching methods by introducing more effective approaches focused on the needs and interests of cadets, which, in turn, will contribute to better learning of the material and reduce stress levels.

Diagnosis of the level of professional worldview of cadets is an essential component of the technology of formation of their professional identity. Through the use of various methods, including surveys, interviews, testing and reflection, a comprehensive assessment of the condition of the cadets is provided, which makes it possible to identify both positive and negative aspects of their training. In particular, it is necessary to strive to ensure that the chosen situation reflects the level of formation of the professional consciousness of young employees and identifies problems of morality and morality ^{[6, p. 137]}.

The data obtained serve as the basis for further development of an educational program focused on correcting weaknesses and using strengths, which ultimately contributes to the formation of a stable professional worldview that will contribute to more effective performance in the internal affairs bodies of the Russian Federation.

The next step (the second stage) is the development of an educational program that includes theoretical classes, practical assignments and trainings. The theoretical part covers important aspects of legislation, human rights and ethics in law enforcement agencies. Practical classes are conducted using role-playing games and situational simulations, which are aimed at actively involving cadets in the learning process, developing their critical thinking and the ability to make decisions in non-standard situations. Interactive forms of learning, such as debates and group projects, help to create a dialogue between teachers and cadets, which contributes to a deeper understanding of important professional topics. In addition, "the case method allows you to apply theoretical knowledge to solving practical situations, expanding academic understanding of the categories of professional ethics, developing the skill of their broader practical perception" ^{[6, p. 136]}.

This program is aimed at the comprehensive development of cadets necessary for the successful fulfillment of their professional duties in the law enforcement system. The main purpose of the theoretical part of the program is to provide cadets with the extensive and structured knowledge necessary to understand the legal system, ethical norms and professional standards. It includes the following aspects.

Legislation. The study of general and special legal disciplines, fundamental normative legal acts including the Constitution of the Russian Federation, criminal, administrative and criminal procedure legislation. Special attention is paid to law enforcement aspects and the analysis of judicial practice, which helps cadets to understand how laws are applied in practice.

Human rights. The most important block of the educational program, which includes the study of international norms and standards related to human rights, as well as the role of the internal affairs bodies of the Russian Federation in their observance. The cadets will have to master the basic rights and freedoms of citizens and the mechanisms for their protection, which forms an awareness of social responsibility towards the state and society. This block is implemented within the framework of the study of such disciplines as "Constitutional Law", "International Law", "Civil Law", "Criminal Law", "Financial Law", etc.

Ethics in law enforcement. This section focuses on the moral and ethical dilemmas faced by law enforcement officers. The issues of official conduct, dedication to duty, honesty and impartiality are discussed. Understanding ethical standards contributes to the formation of a true professional worldview. The basic topics of this section are revealed during the development of the discipline "Professional ethics and official etiquette". The worldview is not innate, but is formed and changes throughout a person's life. It becomes more stable with age and the acquisition of life experience, as well as with the growth of moral responsibility and spiritual maturity of the individual ^{[14, p. 80]}.

The practical part of the educational program includes the use of active learning methods that help cadets apply their knowledge in practice and develop critical thinking, emotional stability, and decision-making skills in non-standard situations. The main methods of implementing the practical part of the educational program include the following.

Role-playing games. Through role-playing games, cadets are immersed in various scenarios that simulate real-life situations faced by police officers. This contributes to the fulfillment of role functions, such as the interrogation of suspects and accused, interaction with citizens, and work in conflict situations. Role-playing games allow the cadet to feel like a professional, analyze various approaches and strategies in solving problems.

Situational simulations. This method involves creating specific situations where cadets need to respond quickly and effectively to changes ^{[19, p. 336]}. For example, interacting with citizens who disobey the legitimate demands of police officers, or simulating riot control allows cadets to practice skills in managing stressful situations, making instant decisions, and interacting in a team.

Interactive forms of learning. Debates, group projects and discussions aimed at developing a dialogue between teachers and cadets. These forms are able to resolve conflicts of opinion and facilitate the understanding of complex concepts, contributing to the development of critical and analytical thinking.

Other educational tools are also identified, including the main theoretical and scientific-practical forms and methods of pedagogical interaction between the teacher, the teacher of the lesson and the cadet, aimed at forming a worldview, these include: "1) methods of active learning (problematic presentation of material, discussion, brainstorming, business game, etc.), in which cadets and listeners learn to listen and hear each other, respect, help, restrain themselves from destructive behavioral reactions; 2) widespread use of video clips from famous films, videos with examples from practice, including self-made videos in the form of social advertising promoting a healthy lifestyle, mutual assistance, mutual assistance, promoting safety rules in everyday life, etc. driving, and much more. This category also includes the scientific work of students (active participation in various scientific circles, writing scientific papers, etc.)" ^{[18, p. 47]}.

The development and implementation of an educational program aimed at shaping a professional worldview will primarily benefit both the cadets themselves and the educational system of the Ministry of Internal Affairs of Russia as a whole. Programs that focus on theory, practice, and interaction provide an integrated approach to learning and enhance the professional outlook of cadets. The results of the integration of theoretical and practical classes can be as follows:

– increase the level of legal knowledge (cadets become more aware of the current legislation and its application in various life situations);

– formation of social and ethical attitudes (discussion of issues related to human rights and ethics, contributes to the formation of a responsible approach to their professional activities);

– development of critical thinking (thanks to active teaching methods, cadets manage to develop skills in analyzing and evaluating various situations, thus increasing their ability to make informed decisions in stressful conditions);

– improving teamwork skills (working in groups and debates builds the ability to cooperate, negotiate and listen to other participants, which is an important aspect of working in the police), etc.

The development of an educational program that includes theoretical and practical components is an integral part of the formation of the cadets' professional worldview. The combination of theoretical knowledge with practical experience and interactive teaching methods provides cadets with an integrated approach to their training. This contributes not only to an in-depth understanding of the profession and its obligations, but also to an increase in readiness to perform official duties in real conditions. The clear integration of this program into the educational process will help to educate specialists who are able not only to apply knowledge in practice, but also to make ethically sound decisions, responding to the challenges of modern society. At the same time, in order to unlock the potential of the university's educational environment as a mechanism for forming a moral position, it is necessary to organize the educational process in such a way that it includes not only theoretical and practical classes, but also various learning formats ^{[3, p. 168]}.

An important element of the technology is the integration of practical internships (the third stage). At this stage, cadets are given the opportunity to apply their knowledge in practice, working in the divisions of the territorial bodies of the Ministry of Internal Affairs of Russia at the district level. Internships emphasize the importance of feedback and discussing experiences with mentors and teachers, which allows the cadet to analyze and evaluate their actions. In turn, "legal knowledge underlies the legal consciousness of students at the University of the Ministry of Internal Affairs of Russia and forms ideological beliefs, principles, attitudes and focus on law enforcement, skills and abilities to use them in professional work at a level required by society and significant for the individual" ^{[4, p. 495]}. Reflection is becoming an important tool to help cadets realize the importance of moral choice and responsibility in their future independent professional activities.

This approach contributes to a deeper understanding of professional identity and responsibility necessary for effective work in law enforcement agencies. The main objectives of practical internships are as follows:

1. Application of theoretical knowledge. Internships allow cadets to apply the acquired knowledge in practice, the learned methods and techniques in real situations, which contributes to better assimilation of the material and the development of practical skills.

2. Adaptation to the work environment. Working in real units of the Ministry of Internal Affairs of Russia introduces cadets to the specifics of their work, organizational structure and internal procedures, which softens the transition from training to practical work.

3. Formation of professional skills and abilities. Practical work helps to develop significant competencies such as efficiency, communication skills, teamwork, as well as skills in analyzing and evaluating the situation.

Internships are organized on the basis of various divisions of the territorial bodies of the Ministry of Internal Affairs of Russia at the district level: the criminal investigation department, district police and juvenile affairs officers, units conducting preliminary investigations in the form of a preliminary investigation or inquiry, forensic units, etc. To improve the effectiveness of internships, several defining components can be identified.

Mentoring. During the internship process, each cadet is assigned a mentor – an experienced employee of the Ministry of Internal Affairs of Russia, who helps to adapt to a new environment and shares his experience. Mentoring plays a key role in the learning process, as experienced staff help cadets in difficult situations and share professional competencies with them.

Feedback. One of the most important aspects of practical internships is the systematic feedback from mentors and teachers. The organization of regular discussions allows cadets to analyze their actions, record successes and problems, which contributes to a deep understanding of the future profession and increases the level of self-awareness.

Reflection. Reflection becomes an important tool at this stage. Cadets are encouraged to keep reflection diaries in which they record their experiences, analyze their decisions, and evaluate the results of their activities. This process helps the cadet to realize the importance of moral choice and responsibility in the context of fulfilling official duties. Reflection also provides an opportunity to analyze interactions with colleagues and citizens, which is important in the context of ethics and human rights.

Tracking the results of internships is an important part of the educational process. The assessment may include:

– assessment of the cadet's level of readiness for professional activity (using specialized tests and questionnaires for self-analysis, assessment of the level of professional training).

– analysis of real cases (consideration and discussion of real cases faced by cadets during their internship, which will allow us to identify successful strategies and methods, as well as analyze mistakes and ways to prevent them in the future).

– receiving feedback from observers (collecting opinions from mentors and other internship participants about the cadet's actions, which helps to identify professional qualities and areas requiring improvement).

The integration of practical internships into the educational process of cadets is an important step in shaping their professional worldview. This stage not only promotes the application of theoretical knowledge in practice, but also plays a key role in the adaptation of cadets to the real work environment.

Meetings of current law enforcement officers and veterans with cadets who mentor future specialists, instilling in them the principles of successful service in the internal affairs bodies of the Russian Federation, have a positive effect. Speaking to the cadets, they emphasize that in order to become a true professional in the police service, it is necessary to have deep knowledge, show love for the chosen profession, be responsible for the assigned cases, show initiative and diligence. Only in these conditions can you earn the respect of colleagues, the recognition of citizens and the right to call yourself a guardian of order. In addition, success in official activities is impossible without such important moral qualities as honesty, decency, discipline, bravery, courage, perseverance, mutual assistance, respect for the rule of law, respect for citizens and colleagues. Only with unconditional adherence to these moral principles can one achieve authority and success in the service ^{[18, p. 48]}.

The focus on mentoring, feedback and reflection creates a space for in-depth analysis of professional experiences, which contributes to the formation of a responsible approach to future professional activities.

It follows from this that internships increase the level of professional readiness of cadets, develop their core competencies and contribute to a better understanding of the ethical and moral aspects of working in law enforcement agencies. They lay the foundation for the formation of an employee capable of making informed and ethically informed decisions, which ultimately leads to an increase in the efficiency of the Russian Interior Ministry and strengthening public confidence in law enforcement agencies ^{[12, pp. 155-156]}.

The evaluation of the results completes the technology, which makes it possible to record the changes achieved in the professional outlook of the cadets (the fourth stage). The assessment includes feedback from the cadets, an analysis of their level of satisfaction with the learning process, and the introduction of a mentoring system for graduates that will support them during the period of adaptation to their professional environment.

This stage allows you to assess the readiness of cadets for practical work in the system of the Ministry of Internal Affairs of Russia. The assessment system includes feedback from cadets, an analysis of academic satisfaction, and the introduction of a mentoring system for graduates, which is important in supporting their professional development during the transition period.

The main objectives of the evaluation of the results are as follows:

1. Measuring changes in the professional outlook of cadets (the assessment should reveal how the learning process has influenced the beliefs of cadets, their understanding of the values of the profession and awareness of their role in the law enforcement system).

2. Analysis of the level of satisfaction with the educational process (feedback will provide an opportunity to evaluate various aspects of the educational program, including the quality of teaching, practice areas and teaching methods, this allows you to identify the strengths and weaknesses of the program and make the necessary changes).

3. Graduate support through mentoring (the introduction of a mentoring system ensures the continuous professional development of cadets after graduation; mentors, being experienced employees of the Ministry of Internal Affairs of Russia, can provide support during the period of adaptation to the work environment and serve as an important resource for career growth).

To achieve the objectives of evaluating the results, you can use the methods listed below.

Surveys and questionnaires. Conducting regular surveys among cadets aimed at identifying their opinions about the program, the level of knowledge gained, as well as satisfaction with the learning process. Surveys can include both closed and open-ended questions, which will provide quantitative and qualitative data.

Interview. Conducting semi-structured interviews with cadets for in-depth analysis of their reflection and perception of the learning process. This will help identify specific aspects that are not always reflected in the questionnaires, but are important for understanding the level of satisfaction and the overall perception of learning.

Analysis of academic achievements. Assessment of students' academic performance during training, the results of attestations, as well as practical exams will allow an objective assessment of their level of preparation and assimilation of the material.

Monitoring at the mentoring stage. Assessment of graduates' success during the adaptation period through regular meetings with mentors. This will help determine to what extent graduates have been able to integrate into the professional environment and what additional skills or knowledge they may need.

The mentoring system for graduate cadets is becoming an important element of support during the transition to a professional environment. Mentors, having experience in the Ministry of Internal Affairs of Russia, can provide support in the following aspects: to adapt to the professional environment; to assist in real-world service conditions; to give advice on how to cope with difficulties; to share useful resources and contacts; to introduce professional standards; to help analyze the situations that graduates face at the initial stages of service and To study the professional worldview and the role of mentoring in its formation, a set of various methods was used, including a theoretical analysis of pedagogical and psychological literature, the study of pedagogical experience and conducting teacher surveys as an empirical method ^{[13, p. 227]}.

The evaluation stage is an important final element of the technology of forming the professional worldview of cadets of the Ministry of Internal Affairs of Russia. Through systematic feedback, analysis of satisfaction with the learning process and the introduction of mentoring, we can convincingly record changes in the professional outlook of cadets, as well as assess their readiness for future professional activities. Effective assessment methods, including surveys, questionnaires, interviews and monitoring at the mentoring stage, create the basis for continuous improvement of the educational process. The development of a mentoring institute for graduates plays an important role in their professional development, allowing them not only to maintain and develop their accumulated knowledge, but also to adapt to changes in the professional environment.

The successful implementation of this stage contributes to the creation of a stable professional identity of cadets and to improving the quality of work in the Ministry of Internal Affairs of Russia, which leads to an improvement in law and order and public safety in the country. One of the most important areas of modern professional education design is the formation of ideological guidelines for future specialists. The scientific and pedagogical community sets itself the task of developing methods and tools for the development of a system of moral qualities, intellectual activity, aesthetic culture and socio-economic adaptation among future specialists, which, of course, contributes to improving the quality of professional education ^{[2, p. 172]}.

In general, the proposed author's technology for forming the professional worldview of cadets of the Ministry of Internal Affairs of Russia is aimed at the comprehensive development of knowledge, skills and attitudes necessary for effective and responsible work in law enforcement agencies. It takes into account modern challenges and needs of society, contributing to the training of qualified specialists with a high level of professional ethics and social responsibility.

For the successful implementation of the technology of forming the professional worldview of cadets of the universities of the Ministry of Internal Affairs of Russia, it is necessary to create a number of pedagogical conditions conducive to the full and effective perception and assimilation of educational material, as well as the active participation of cadets in the educational process. These conditions should be aimed at integrating theory and practice, developing critical thinking and reflection, as well as creating an atmosphere for the productive exchange of experience and knowledge ^{[5, p. 29]}.

First, it is necessary to provide high-quality pedagogical support for the entire educational process. This includes training teachers with not only in-depth knowledge of law and professional ethics, but also skills in working with young people who can create a trusting atmosphere where cadets can freely express their opinions and discuss complex issues related to their future profession. Teachers should set an example of high ethical standards, which will help cadets form their own professional identity.

Secondly, it is important to create an interactive learning environment that promotes the active involvement of cadets in the learning process. The use of various forms of active learning: group projects, debates, role–playing games and situational simulations - helps cadets apply theoretical knowledge in practice, develops their communication skills and increases the level of responsibility for decisions. Interactive methods allow cadets to learn through collaborative activities, which significantly improves their understanding of the material and promotes internal motivation to learn.

The third important condition is the integration of practical internships into the educational process. This approach combines theory and practice, allowing students to apply their knowledge in real-world conditions during internships. The presence of experienced mentors will provide an opportunity to receive feedback and analyze their actions in the course of practical activities. Mentoring helps to increase students' self-confidence and understanding of their role in the law enforcement system. The relevant issue is "the demand of the state and its economy for specialists with a professional worldview, that is, professional, scientific and social knowledge, a system of ideas about the purpose and meaning of life, values and norms in practical actions and actions, and a real willingness to a certain type of professional behavior in specific circumstances. The solution of such a task in the framework of professional training at a university is seen as possible with the help of mentoring teachers with a certain set of competencies" ^{[13, p. 227]}.

The fourth condition is the introduction of a system of regular reflection and discussion of learning outcomes. Creating conditions for regular self-monitoring and self-assessment allows cadets to analyze their achievements and failures, identify areas for further development. Reflection contributes to the awareness of the moral choice faced by employees of the Ministry of Internal Affairs of Russia, and helps to form critical thinking and ethical awareness among cadets.

The fifth condition is to support graduates in their professional development through an effective mentoring system that does not stop with the end of the educational process. It should continue in a professional environment where graduates can receive support from experienced colleagues, share experiences, receive advice and assistance in their professional activities, which contributes to their successful integration into the professional process.

Finally, it is important to ensure that an interdisciplinary approach is established in the training of cadets. The training should include not only knowledge of law and ethics, but also the basics of psychology, sociology, conflictology and management, which will allow cadets to better understand the context of their professional activities and effectively interact with various social groups.

The creation of these pedagogical conditions will allow not only to implement the proposed technology of forming the professional worldview of cadets, but also to ensure their comprehensive development as professionals who are able to take into account the ethical aspects of their activities and effectively interact with society. This comprehensive approach will create the basis for the formation of high-quality specialists in the field of law enforcement agencies, which, ultimately, will contribute to improving law and order and increasing the level of trust in the Ministry of Internal Affairs of Russia.

Summing up the above, we note that the implementation of technology for the formation of a professional worldview of cadets of educational institutions of the Ministry of Internal Affairs of Russia requires an integrated approach that includes theoretical, practical and reflective aspects. This will create a harmonious unity of knowledge, skills and personal characteristics necessary for successful work in law enforcement agencies.

The integration of interactive learning methods such as role-playing games, situational simulations and group projects will significantly increase the level of involvement of cadets in the learning process. They will contribute not only to the deepening of theoretical knowledge, but also to the formation of practical skills necessary for decision-making in stressful and unusual situations.

Effective implementation of the mentoring and practical internship system will create conditions for direct application of theoretical knowledge in real situations. Mentoring provided by experienced staff will allow graduates to adapt to the professional environment and will contribute to their further career growth.

The introduction of a system of reflection and self-assessment as an integral part of the educational process will allow cadets to realize the importance of moral choice and responsibility in their professional activities. Reflective practice will stimulate critical thinking and ethical awareness, which is the basis for the formation of a stable professional worldview.

Assessment of learning outcomes and satisfaction of cadets with the learning process is an important component that allows making adjustments to the educational program, and regular feedback from cadets and their mentors will allow you to quickly respond to emerging problems and improve the quality of training.

S.S. Teligisova writes that "the current geopolitical situation, the current level of development of the digital society, as well as the socio-economic transformations taking place in Russian society in the context of information and propaganda aggression against the Russian Federation, have an impact on the professional training of future and current law enforcement officers, which is reflected primarily in the revision of the educational component of education, its quality indicators in educational organizations of the Ministry of Internal Affairs of Russia and in the new targets of the state, when the state and society need competent specialists with a well-formed professional and moral worldview, with an active civic and patriotic position and values, ready to make decisions independently, taking into account constantly and rapidly changing conditions, able to take responsibility for their to take actions, set goals and build a path to their achievement, understanding the socio-cultural specifics of our multinational country" ^{[17, p. 33]}.

For the successful implementation of the proposed technology for the formation of a professional worldview, we have formulated the following recommendations:

1. Implementation of professional training of teachers. To ensure a high level of teacher training, focused not only on the transfer of knowledge, but also on the formation of ethical standards and professional beliefs of cadets. Teachers should be proactive and be able to create a supportive and trusting learning atmosphere. A.V. Milezhik emphasizes that "modern methodological and theoretical approaches, as well as the pedagogical experience of teachers of educational organizations, play an important role in the development of a worldview. Teachers need to organize the learning process in such a way as to create favorable conditions for the formation of ideological beliefs among cadets.. Teachers of educational institutions of the Ministry of Internal Affairs of Russia should create favorable conditions for the formation of ideological beliefs among cadets" ^{[8, pp. 135-136]}.

2. Integration of sustainable learning methods. Adapt and implement active learning methods such as project activities and simulations into the learning process. This should include the creation of multi-level assignments that encourage independent research and analysis of real-world situations (cases). To unlock the full potential of the educational environment, it is necessary to use all its elements, including pedagogical technologies, teaching methods, various techniques, a combination of various methods of organizing the educational process and taking into account the individual characteristics of each cadet ^{[3, p. 167]}.

3. Development of the mentoring institute. Create a structured mentoring system where graduates will be able to receive support from experienced colleagues, which will facilitate their adaptation to a professional environment and the development of career prospects. Mentors must receive special training to fulfill this role.

4. Regular reflection and self-assessment. To introduce the practice of regular reflection into the learning process. It is recommended to hold group discussion sessions where cadets will be able to share their experiences and analyze the difficulties they have encountered during practical classes and internships.

5. Monitoring and evaluation of results. Organization of a system for monitoring and evaluating the effectiveness of the educational process. It is necessary to develop and conduct surveys and questionnaires that will help in collecting data on how well cadets have managed to achieve their stated goals of forming a professional worldview.

6. Interdisciplinary approach. It is recommended to include interdisciplinary learning elements in the curriculum so that cadets can understand the connections between different professional disciplines and develop a comprehensive vision of their role in the law enforcement system.

Conclusion. In general, the implementation of the proposed technology for the formation of a professional worldview for cadets of universities of the Ministry of Internal Affairs of Russia requires an integrated approach aimed at developing both theoretical and practical skills necessary for the successful performance of official duties. It is only through the integration of active teaching methods, systematic mentoring, and sustained reflective practice that meaningful results can be achieved in training highly qualified law enforcement professionals.

In the course of the conducted research on the formation of the professional worldview of cadets of the universities of the Ministry of Internal Affairs of Russia, the following results were obtained: the key components of the professional worldview were identified; pedagogical conditions conducive to the implementation of the technology of forming a professional worldview were substantiated and described; the development and implementation of a mentoring system that provides graduates with the necessary support at the stage of their professional adaptation was recommended; a model for the formation of the professional worldview of cadets was developed ^{[10, p. 5]}, which includes the main stages and components of the educational process and serves as the basis for further implementation and adaptation in the curricula of educational organizations of the Ministry of Internal Affairs of Russia.

In conclusion, it should be noted that in the learning process it is necessary to develop professional skills that will help graduates feel confident in moving on to a new stage of life, namely the independent fulfillment of professional duties. To do this, it is important to use modern technologies and active, interactive methods of teaching and upbringing ^{[7, p. 223]}.

Further development of the research topic seems promising in the context of pilot testing of the proposed technology in educational institutions of the Ministry of Internal Affairs of Russia with subsequent correction, the use of digital simulators for modeling professional situations, and the expansion of the mentoring system through the creation of network programs with the participation of territorial bodies of the Ministry of Internal Affairs of Russia.