Theoretical aspects of defining informational and analytical activities of departmental university students

The transition to the information society is derived from new ways to create and disseminate information. It inevitably leads to data growth and, as a consequence, the increasing need to process huge amounts of information. Therefore, there is a problem of proper data processing that can be solved through the development of informational and analytical skills. The urgent education task of departmental universities is to train specialists adapted to the changing world and accumulating the abilities to perceive, store, reproduce, and produce new information, effectively manage and process information flows. The informational and analytical activities in developmental universities are treated as a pivotal element of both university training and professional activities of students. Based on the activity theory of S.L. Rubinstein and A.N. Leontiev, the research substantiates the theoretical aspects of the basic components of informational and analytical activities and determines their key elements and principles. For future military experts, these activities imply the development and everyday use of skills in data processing through analysis, synthesis, analogy, generalization, induction, deduction, abstraction, and specification required to optimize decision-making and concentration, process and evaluate information flows. As a result, future officers gain relevant experience and acquire research analytical skills during education. The analysis of psychological and educational literature helps define the categories of activities, informational activities of military university students, analytical activities of military university students, and informational and analytical activities of military university students.