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EDUCATIONAL INNOVATION IN HYBRID WARFARE
... A new educational format which blends new methodologies, new tools and new approaches in the field of military education is the Blended Intensive Programme, BIP. The design of BIPs includes several elements considered innovative and efficient to meet the needs of the armed forces through the blended learning, collaborative learning and internationalisation (Barana et al. 2024;Cambria et al. 2023a). The three elements' international blueprint can spread the defence and security culture in the military environment and in the civilian and European spheres of education. ...
As innovative activities and methodologies bloom in the panorama of education, three areas of particular interest in the security and defence education field are collaborative learning, blended learning, and internationalisation. These elements are the pillars of Blended Intensive Programmes (BIPs), short mobility activities that combine residential and online phases in a collaborative environment. This study aims to understand the effects of collaborative learning, blended learning, and internationalisation on security and defence education. The context of the research is a set of BIPs designed and implemented by the Interdepartmental University School of Strategic Sciences of the University of Turin in the 2022/2023 and 2023/2024 academic years. The sample is composed of 209 students who filled out a questionnaire about the effectiveness of the learning modalities and the outcomes achieved after attending one of the seven BIPs. The methodology adopted is the thematic analysis of the students' open answers, chosen to highlight the impact of collaborative learning, blended learning, and internationalisation on their academic path. The results show the effects of elements combination, such as the development of critical thinking and transversal skills, which are fundamental in the officers' training.
... Especially if we delve into the analysis of a particular environment, such as that of military education in a VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) world, we can observe that the need for innovative teaching and digital methodologies is increasingly becoming urgent and predominant (Cambria et al., 2023a;and Ratiu, et al., 2023). We are on the threshold of a period in which states must limit their budgets dedicated to the armed forces, where training has a cost both in terms of purely economic capital and in terms of trained human capital, where time becomes more a bargaining chip and removing an officer from the field to dedicate him to training becomes difficult (Spinello et al., 2019, Spinello et al., 2020. ...
Since the 1990s, the topic of Military Education has begun to receive greater attention from researchers following the transition of the armed forces into a configuration as a professional entity. This transition required specific training that adhered to national standards and, over time, included both European and international ones. Moreover, interest has also been directed towards teaching methodologies to improve the officer education process, considering technological evolution and openness to the foreign as essential factors within this process. Therefore, alongside the theme of military education, thematic areas that seek to improve and innovate military education have begun to coalesce. These areas include Blended learning, Collaborative learning, and Internationalisation. The purpose of the paper is to understand the specific research state of the art in the world of reference literature on the topic. This research, through a systematic literature review, aims to investigate the combination of military education with forms of blended learning, collaborative learning, and internationalisation. The paper intends to be a point of reference for future research and carry the reins of innovation in the field of military education.
Proxy wars are a form of confrontation whose origins are lost in the mists of history. In the 20th century and at the beginning of the 21st century, this type of war experienced a sharp development due to the changes that took place on the international scene. Due to the fact that the great powers avoided direct confrontation during the Cold War, for fear that this confrontation would degenerate into a new conventional or even nuclear world war, they chose to use proxy warfare as a pressure relief valve, a way to put the opponent in difficulty, to gain influence or even economic, political or other benefits. Proxy wars can take place both between states and between groups within a state, or between a terrorist group, paramilitary organisation, etc. and a state, and the common element is given by the fact that one or both of the parties benefit from external support, especially in the form of armaments, ammunitions, intelligence, expertise, advice from a sponsor of which it becomes an agent. In exchange for the sponsor's support, the agent offers him a series of advantages, influence, etc. The sponsor obtains strategic advantages without direct involvement, without exposing himself and without settling national and international image costs, while the agent is actively involved in combat operations, it is he who must ensure the achievement of objectives to satisfy both his own expectations and those of the sponsor.
The theoretical approaches regarding the security/operational environment aimed at a multidimensional and integrative perspective, because its understanding requires not only analysis of the physical terrain, but also the perspective of the actors involved, and of the factors from the informational environment (including cyberspace) and those specific to the civilian population. The field of contemporary military confrontations is extremely difficult to analyze because of the dynamics of the phenomenon and internal processes, of the implemented technologies and, last but not least, as a result of the manifestation of VUCA (Volatility, Uncertainty, Complexity and Ambiguity) characteristics within them. But, the effort of scientific investigations was directed starting from the premise that the identification of the characteristics and of the factors specific to the future confrontational environment serves as a starting point in the approach of conceptual-doctrinal and operational adaptation/transformation of the military forces. An attempt was made to find the answer to the question: which are the conditions, circumstances and factors characteristic of the confrontational environment that influence the efficiency and coherence of the actions of the engaged capabilities?
In the current operational context, the armed forces will be put in a position to carry out military actions in complex, unpredictable and volatile environments, characterized by uncertainty and a high degree of risk. They will face multidimensional threats and will need to demonstrate adaptability and flexibility to meet all challenges. In order to be able to carry out their missions in the context of the existence of more and more hybrid threats, the armed forces must go through a training process that allows them to know the confrontational environment, identify the threats, understand them and use the better ways to counter them, while maintaining operational capability. Armed forces training must be as realistic as possible, based on a comprehensive approach to training and to aim to expose warfighters and decision makers to operational conditions as close as possible to those of the hybrid battlefield.
The manifestation of hybrid actions is not new, but their frequency has increased significantly lately. Nowadays, hybrid warfare is present anytime and everywhere in different forms, and with various degrees of amplitude. Given the fact that hybrid warfare is extremely difficult to decipher, starting with a literature review in the field, the article aims, first of all, to understand the behaviours of different actors from the perspective of their operational strategies. Also, within red and blue strategies identified, the article highlights the main instruments and capabilities used by both attackers and defenders. To fulfil these research objectives, an empirical research based on observation and a comparative analysis will be conducted.
DOI: 10.19062/2247-3173.2016.18.2.3 Abstract: Paper presents the main characteristics of hybrid war and the new requirements for military educational and training system related to the new challenges of these irregular threats. The hybrid wars require innovative thinking, a more flexibility in action, and enhanced cognitive skills. This paper lays out some findings of neuroscience. In this respect we can conclude that neuroscience should be used as a tool in educational policy. Knowing that the education is a powerful form of cognitive enhancement we consider that the neuroscience research could identify the mechanisms of learning and the sources of individual differences in learning ability in order to develop the cognitive skills needed in the hybrid framework of the battle.
After the end of the Cold War, many European countries cut back so heavily on defense expenditure that they lost their capacity to defend themselves. This resulted in greater need for improved cooperation and interoperability among member states’ armed forces. One important attempt to improve the understanding and interoperability among the European Union (EU) nation’s armed forces was taken in 2008 by the creation of the European Initiative for exchange of young officers aimed to make the officer education in Europe more transparent and convergent with each other. This article presents a proposal for a generic pedagogic model for an academically professional officer education that can improve understanding and interoperability among the EU nation’s armed forces. The model helps to facilitate a process of professionalization of the military profession with an officer education that can meet the requirements of higher education systems as well as the demands of the military profession.
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