Abstract
Introduction . In the context of rising recidivism and an increase in the number of serious, particularly grave, crimes committed by adolescents, the importance of training police officers in so cio-pedagogical rehabilitation is growing. Aim. The present study aims to develop conceptual frameworks and pedagogical conditions to enhance the readiness of future police officers for socio-pedagogical rehabilitation, and to carry out their experimental validation. Methodology and research methods . The methodological framework was based on systemic, person-centred, integrative, and competence-based approaches. The primary empirical method employed was experimental research to test the pedagogical conditions for developing the readiness of future police officers for socio-pedagogical rehabilitation. Additional methods included a survey using a questionnaire developed by the authors, entitled “Socio-Rehabilitative Work within the Structure of Professional Activity of Law Enforcement Officers”, and testing using a test developed by the authors, entitled “Assessment of Students’ Knowledge on Issues of Socio-Pedagogical Rehabilitation of Supervised Individuals”. Results and scientific novelty . Professional pedagogy has been advanced by new insights: (1) the nature of readiness for socio-pedagogical rehabilitation, as an outcome of the professional training of future police officers, has been clarified; (2) a pedagogical model has been developed, and the conditions necessary to foster readiness for socio-pedagogical rehabilitation have been identified. The principal findings of the study have undergone experimental validation. Practical significance. The practical significance of this study lies in the potential application of its methodological developments to the professional training of police officers.