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The current system of training cadets in military educational institutions does not allow us to fully solve the problems of forming their moral and volitional qualities. This is largely due to the lack of clearly defined pedagogical conditions for the education of moral and volitional qualities of cadets as internal regulators of their behavior and activities. Reviews of company commanders and teachers on cadets indicate that many of them lack courage, determination, selfconfidence, patience, endurance, self-control, independence in the conditions of performing combat training tasks [13, p.172]. In this regard, there is an acute need to determine the pedagogical conditions for the education of moral and volitional qualities in cadets. There is a significant contradiction between the value of moral and volitional qualities in the activities of military personnel and the lack of scientific-based pedagogical conditions, the implementation of which will ensure their formation and development. Taking into account this contradiction, the research problem was defined, which we formulated as follows: what is the set of pedagogical conditions that ensure the formation and development of moral and volitional qualities in cadets during their training at a military University? The purpose of this article is to update the problem of determining the pedagogical conditions for the education of moral and volitional qualities in cadets, which determine the success of their training and the effectiveness of their further professional activities. Research objectives: to define the concept of "pedagogical conditions"; to identify the most significant pedagogical conditions that contribute to the formation and upbringing of moral and volitional qualities in cadets.

Pedagogical conditions of education of moral-volitional qualities in the cadets of a military academy