The pedagogical legacy of K.D. Ushinsky as a methodological resource for the formation of the professional worldview of cadets in educational institutions of the Ministry of Internal Affairs of Russia

The relevance of the study is determined by the deep transformation of the Russian educational paradigm, associated with the rejection of universalist models of the Bologna system and the search for nationally oriented foundations for training personnel. This issue gains particular significance in the context of education for law enforcement agencies, where the professional worldview of graduates is not just a personal characteristic but a factor of national security. The aim of this article is to theoretically justify the potential of the pedagogical heritage of K.D. Ushinsky as a methodological resource for forming the professional worldview of cadets in educational organizations of the Ministry of Internal Affairs of Russia. The object of the study is the process of forming the professional worldview of cadets in educational organizations of the Ministry of Internal Affairs of Russia in the context of modern transformation of departmental education. This process is viewed as a purposeful pedagogical activity that integrates professional training, education, and personal development of law enforcement officers. The subject of the study is the pedagogical heritage of K.D. Ushinsky as a methodological resource providing theoretical and methodological foundations and practical mechanisms for forming the professional worldview of cadets. The methodological framework of the research includes historical and pedagogical analysis, content analysis of primary sources, and contemporary scientific publications. The study analyzes key ideas of K.D. Ushinsky's pedagogical system – the anthropological approach, the principle of nationality, and the synthesis of scientific and spiritual-moral beginnings. The research results demonstrate that K.D. Ushinsky's pedagogical system possesses the qualities of a methodological resource – a fundamental, inexhaustible foundation in terms of its semantic potential, capable of being applied instrumentally as well as defining the strategic logic of building the educational process. The theoretical significance of the study lies in expanding the contexts of interpreting K.D. Ushinsky's heritage and proving its heuristic potential for departmental pedagogy. The practical value is defined by a set of specific, technologically described proposals ready for testing in educational organizations of the Ministry of Internal Affairs of Russia. The author concludes that turning to K.D. Ushinsky's heritage represents not an archaization but a strategic choice in favor of pedagogical and cultural sovereignty, allowing for the training of not just qualified specialists, but employees with a holistic professional worldview.