Pedagogical conditions for the formation of future officers’ international communication readiness

The full-scale russian invasion of Ukraine has significantly intensified the strategic need for international interoperability in military operations and training. In this context, international communication readiness (IC readiness) has become a key competence for future officers of the Armed Forces of Ukraine (AFU). It refers to the ability to operate effectively in multilingual and multicultural environments as part of multinational military units, performing communicative tasks in real operational scenarios. This article aims to develop and justify a system of pedagogical conditions for the formation of IC readiness in professional military education (PME). The study is based on a four-component model of readiness, encompassing cognitive-linguistic, operationalactivity, motivational-value, and reflective-evaluative components. A mixed-method approach was applied, combining theoretical modelling with an empirical survey of 61 instructors from Ukrainian military higher education institutions. Three core pedagogical conditions were identified: (1) creating a foreign-language learning context simulating professional realities; (2) integrating language and professional training through interdisciplinary design; (3) establishing a reflexive educational environment focused on conscious international communication. Each condition is conceptually grounded, practically illustrated, and linked to specific readiness components. The findings demonstrate that these conditions form a coherent system supporting the holistic development of IC readiness. The article also outlines institutional prerequisites for implementation, including curriculum reform, staff training, and interdepartmental cooperation. The study contributes to military pedagogy by proposing an empirically supported model aligned with NATO standards and Ukraine's defence education reform priorities, offering both theoretical and practical value.