Nechay A.A., Nichagina A.V.
STRUCTURAL-FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE FORMATION IN THE FIELD OF INFORMATION SECURITY FOR EMPLOYEES OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA ^{[№ 2 ' 2026]}
The rapid digital transformation of law enforcement agencies and the ever-increasing sophistication of cybercrime methods have created a significant gap between existing approaches to training and the actual requirements for information security competence in the Russian Ministry of Internal Affairs. In educational practice, there is a discrepancy between the strict requirements of regulatory documents and the insufficient practical focus of curricula. The specific nature of operational work involving handling confidential information requires the development of not only technical skills but also a strong culture of personal responsibility, which is not fully supported by the traditional departmental education system. The main result of the study was the development of a structural and functional model comprising four interconnected blocks: target, content, procedural, and evaluation and results. The content block is implemented through three modules: regulatory and legal, technical and technological, and operational and tactical, ensuring a comprehensive coverage of the necessary knowledge and skills. A pilot study involving 127 cadets confirmed the model's effectiveness: the group trained using the new methodology demonstrated a 42% improvement in identifying cybercrimes and a 37% improvement in enforcing information security regulations. Statistical analysis revealed a strong direct correlation (r = 0.82) between the use of active, practice-oriented methods and the achieved level of competence. The study concludes that the implementation of a comprehensive structural and functional model helps bridge the gap between theoretical training and the practical requirements for professional work of Russian Ministry of Internal Affairs employees. The integration of regulatory, substantive, and assessment components into a unified system ensures the development of sustainable readiness to combat cybercrimes. The developed approach opens the possibility of modernizing curricula and creating uniform training standards, which ultimately contributes to strengthening the information security of the Russian Federation's law enforcement system as a whole.

Nechai A.A., Zhmurin D.V., Podruzhkina T.A.
PEDAGOGICAL ASPECTS OF MONITORING SYSTEMS IMPLEMENTATION FOR DEVELOPING INFORMATION SECURITY COMPETENCE ^{[№ 1 ' 2026]}
The challenges of the digital age, including the rise of cybercrime and the need to ensure the security of state information systems, place new demands on the training of operational units of the Russian Ministry of Internal Affairs. Traditional approaches to developing professional skills have demonstrated limited effectiveness in the face of rapidly evolving information security threats. The search for tools that enable holistic management of the process of developing information security competence among operational units' employees is particularly important, necessitating a rethinking of the role of monitoring systems in the educational process at departmental educational institutions. Our research resulted in the development of a structural and functional model for integrating monitoring systems, focused on the consistent development of key components of professional competence. The classification identified four types of monitoring systems: learning management, educational data analytics, and assessment management. Specific applications in the educational process, selection and adaptation criteria, and methodological solutions for their use in developing practical skills to combat cybercrime were identified for each type. Validation of the model confirmed its effectiveness in real-life departmental training. The implementation of the proposed approach demonstrates a significant improvement in the quality of professional training through the creation of an integrated educational environment. The integrated use of various types of monitoring systems ensures continuous tracking of the development of professional skills and enables timely adjustments to the educational process. The obtained results demonstrate the potential for further development of methods for integrating monitoring systems, taking into account the specifics of various areas of professional training and current trends in the digital transformation of departmental education.