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This work is justified by the need for the formation of cadets of the junior courses of the Military Educational Institution of the Russian Guard not only professional skills, but also stable social competencies in the context of increasingly complex official tasks and social challenges. The study examines the essence, structure and pedagogical conditions for the development of the integrative quality "socio-professional maturity" of cadets of the National Guard troops, which is absent in modern military pedagogical work. As part of the research, we conducted a critical review of domestic and foreign theoretical concepts, questionnaires and interviews of cadets, teachers and commanders, as well as an analysis of the content blocks of curricula. The experimental part included the testing of a step—by—step role model "private - junior commander - officer" using environmental and personal-social-activity approaches. The results of the study showed that socio-professional maturity is formed due to the interaction of four components — motivational-value, cognitive, emotional-volitional and behavioral — and demonstrates different dynamics at each stage of mastering social roles. It is revealed that the combination of a realistic educational environment and the expansion of independent activity of cadets ensures the greatest effectiveness, while the lack of methodological training of teachers and commanders reduces the overall level of maturity. Based on the data obtained, recommendations are proposed for the implementation of modular leadership programs, role simulations and regular retraining of educators, which, according to preliminary estimates, contributes to improving the adaptation and readiness of future officers to solve non-standard tasks.
Keywords:maturity, socio-professional maturity, Russian Guard cadets, role modeling.
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