Pedagogical model of the Higher University Institute of Defense. Requirements, needs and challenges

Abstract

Introduction: Higher military education faces the challenge of training leaders with ethical competencies, critical thinking and adaptive capacity in the face of hybrid, cyber and climate threats. In Angola, the Higher University Defense Institute (ISUD) is the fundamental academic institution for the training of command staff, but its pedagogical model shows tensions between military tradition and contemporary demands. Materials and methods: A qualitative study was developed with a documentary and analytical-critical design, complemented by field work (January-August 2025). Through intentional sampling, 15 participants were selected (5 managers, 6 teachers, 4 graduates). Curriculum content analysis, semi-structured interviews and focus group were applied, processed with Atlas.ti v.23 through thematic content analysis and methodological triangulation. Results: Contextual demands (adaptation to hybrid threats, climate security), pedagogical needs (transition from passive to active methods, updating content in cyber defense and AI) and structural challenges (cultural resistance to innovation, limited digital infrastructure, low gender inclusion with female representation estimated between 15-20%, gap between resources allocated to education vs. weapons) were identified. The graduation rate in Angolan higher education is 3% (UNESCO, 2025). Discussion: The findings confirm the need for hybrid approaches that integrate active methodologies (PBL, simulations) with local historical narratives and South-South cooperation, avoiding the uncritical adoption of external standards. Conclusions: The ISUD pedagogical model requires a strategy of continuous improvement that articulates tradition, technological innovation, gender inclusion and sustainability, becoming a pillar for national defense and African regional stability.