Strategies for improving the ability of international military personnel training instructors based on adult learning perspective

Currently, the competition in the field of international military personnel training is intensifying, with major developed countries around the world continuously increasing strategic investment. The quality of training determines whether the trainees can enhance their professional competitiveness and whether they can contribute to national development, becoming increasingly important considerations for the trainees and their countries. As the leading figures in international military personnel training, instructors play a decisive role in the quality of education. Building a high-quality instructor team is of great significance for achieving national diplomatic strategic deployment.

1. Characteristics of the Training Target

In addition to a few undergraduate degree education trainees, most of the training participants are professionals who come to China for training after starting their careers, characterized by adult education. Compared to adult learners in society, the training participants in the field of international military education possess the following characteristics:

(1) Significant Cognitive Differences: Currently, our main approach is the "One Phase, Multiple Countries, Joint Compilation, and Concurrent Training" model. Its greatest feature is the full utilization of the training mechanism's potential, expanding the number of participating countries, increasing the number of trainees, and saving a significant amount of resources for both the nation and the military. However, trainees during the same phase may come from dozens of countries, each with different cultural backgrounds, religious beliefs, and varying levels of understanding and friendliness towards China.

(2) Significant Individual Differences In the field of international military education, the age range of trainees is quite broad, primarily focusing on individuals in their -s, with a small portion being over years old. Some trainees hold bachelor's or even master's degrees, while others have only completed junior high school, resulting in significant differences in their ability to absorb and digest professional knowledge. Their job positions and years of service also vary. Generally, they possess strong self-awareness.

(III) Rich practical experience Most of the training participants have work experience before coming to China, having engaged in related professional work to varying degrees, but a small portion has weaker professional backgrounds. Some participants have undergone multiple trainings both domestically and internationally, including in developed countries in Europe and America, with broad perspectives, active thinking, and solid foundations.

(IV) Clear Learning Motivation Knowles believed that the learning motivation of adults is consistent with their social roles and requirements, and their learning needs are closely connected to their real needs in work and life, allowing them to maintain balance with the "developing society" and the "changing tasks." The training participants come to China to study, not for further education or job hunting, but mostly to enhance their professional abilities, so that they can apply what they have learned upon returning, or to create conditions for future promotion.

(V) Strong Sense of Honor The trainees come from different countries and ethnic groups, with varying religious beliefs and value systems. They are highly concerned about the dignity of their country, nation, and personal integrity, often possessing a strong sense of honor. They aspire to realize their self-worth in China and achieve academic success. To uphold or showcase the image of their own country or military, there is a certain level of competitive awareness among the trainees from different countries, and even among themselves.

II. Competencies Required for International Military Personnel Training Instructors

International military personnel training instructors should understand adult education theory, be familiar with the characteristics of the trainees, and focus on enhancing their capabilities in the following areas:

(1) Comprehensive Competence The training of international military personnel is essentially a form of military assistance. The comprehensive competence of instructors is a prerequisite for successfully completing training tasks and is crucial to the fundamental interests of the nation. Instructors should continuously enhance their comprehensive competence, particularly their discernment and judgment, and should prioritize the protection of national and ethnic interests. They should play a positive role in enhancing our country's influence on the international stage.

(II) Outstanding Teaching Abilities Firstly, the ability to optimize teaching content. Avoiding mere replication of internal training, fully considering the learning needs of the trainees, setting corresponding objectives and content based on their learning abilities, professional backgrounds, and other differences, and enhancing teaching relevance through individualized instruction to improve the learning experience and effectiveness. Secondly, the ability to innovate teaching methods. Making full use of the trainees' rich knowledge accumulation and practical experience, highlighting the trainees' subjectivity on the basis of traditional teaching methods, fully leveraging their strengths, and guiding them to exchange experiences in an open environment through methods such as case analysis, scenario exercises, and discussion debates. Thirdly, the ability to grasp the entire teaching process, enhancing the trainees' autonomous learning abilities.

(III) Good Intercultural Communication Skills The complexity and particularity of individual differences among trainees require instructors to possess good intercultural communication skills and adopt appropriate methods and strategies when teaching. Firstly, understanding and respecting foreign cultures, considering issues comprehensively from different perspectives, engaging in equal communication, seeking common ground while reserving differences, and avoiding cultural conflicts. Secondly, effectively utilizing the trainees' sense of honor and competitiveness, skillfully using motivational language in teaching interactions, and creating appropriate opportunities for them to demonstrate and showcase themselves. Thirdly, adhering to the principle of "balancing both ends" to create a positive learning atmosphere.

(IV) Outstanding External Propaganda Capabilities With the acceleration of globalization and the enhancement of China's international status, the new goal of external propaganda work has become "telling China's stories well and spreading China's voice effectively." This poses higher demands on the training of international military personnel in the new era. Instructors should proactively enhance their awareness of communication and improve their external propaganda capabilities, adopting appropriate strategies tailored to the characteristics and receptiveness of the trainees, thereby increasing the value and effectiveness of international military personnel training.

III. Strategies for Enhancing the Professional Competence of International Military Personnel Training Instructors

The faculty is the cornerstone of international military personnel training, directly affecting the quality and efficiency of foreign exchanges. Especially when facing trainees with significant differences in various aspects, varying levels of understanding, active thinking, and rich practical experience, instructors need to continuously enhance their professional abilities to better manage the classroom.

(1) Strict Selection Mechanism for Instructors, Establishing Entry Thresholds Instructors are not only transmitters of information but also participants in diplomacy, requiring high levels of professional competence and diplomatic qualities. Firstly, establish entry criteria, suggesting mandatory requirements for instructors' titles and years of service; secondly, enforce strict selection standards, considering high moral character, excellent teaching skills, military knowledge, and the ability to conduct foreign propaganda as important reference conditions.

(II) Create Platforms for Faculty Growth to Enhance Competence and Quality Training units should provide platforms for faculty growth. Firstly, organize specialized training to deepen faculty's understanding of international military personnel training mechanisms. Particularly, pre-service training should be conducted for faculty members undertaking training tasks for the first time, introducing them to training characteristics, cross-cultural concepts, etc. Secondly, broaden international perspectives by selecting some faculty members to visit foreign military academies. Enhance internal and external exchanges through organizing or participating in themed conferences, drills, and competitions, and strengthen foreign-related experiences. Thirdly, improve the system of sending faculty for further education. Select faculty members to serve at grassroots levels or pursue graduate studies to enhance their academic qualifications and competence.

(III) Upholding the Principle of Open Collaboration to Promote Faculty Exchange Currently, there is limited collaboration and exchange among training institutions, causing faculty to be confined to their own environments for extended periods, resulting in a narrow perspective. It is essential to uphold the principle of open collaboration, enhancing communication and contact with other training institutions and local colleges. When necessary, external experts should be invited to conduct lectures or special seminars. Faculty can also share resources and knowledge, allowing training institutions to learn from each other and improve. This not only enhances the capabilities of the faculty but also improves the efficiency of resource utilization.

(IV) Promote the Supervision and Assessment Mechanism, Pilot Talent Renewal The supervision and assessment mechanism is conducive to stimulating the vitality of the teaching staff, and relevant policies should be put in place. Firstly, improve the evaluation system for the quality of classroom instruction by instructors. Develop targeted evaluation indicators based on the characteristics of international military personnel training. Secondly, select teaching supervisors who are proficient in both teaching and foreign languages, and when necessary, hire part-time supervisors from neighboring units or local universities. Instructors who consistently rank low in assessments or are deemed unfit for their roles will be transferred to other positions or removed, thereby maintaining the overall combat effectiveness of the teaching staff.