SUMMARY
There is an urgent need to use simulation modelling tools as information and communication technology for training prospective officers of the Armed Forces of Ukraine. This approach can significantly save resources, increase the flexibility of preparation for training and the number of students. However, the lack of scientifically based approaches to the definition of scope, priority and direction of training by means of simulation modelling tools leads to their inappropriate use.The main idea of this research is that cadets of the higher education institutions of the Armed Forces of Ukraine should develop their skills in a clear sequence and in the most efficient way. Therefore, the authors determine an appropriate percentage ratio of training with the use of simulation modelling tools and practical exercise under real conditions. In addition, the article illustrates an appropriate order for skills acquisition, in particular, its four main stages: personal skills with a limited number of actions; personal skills with an enhanced (complex and diverse) number of actions; interaction with a team without time limits (before the outbreak of hostilities); interaction with a team under limited time conditions (during the hostilities). These results have been obtained based on the analysis of existing simulation modelling tools as well as on the definition and the classification of the main factors that influence the process of cadets’ skills developing.In general, the research determines and substantiates the appropriate percentage ratio of training with the use of simulation modelling tools and practical exercise under real conditions, namely 30% / 70%. In addition, it has been established that such training should be sequentially-phased and take 40 hours in average. The authors suggest devoting further research to the development of scientific-methodological apparatus for developing skills of the the Armed Forces of Ukraine officers at the operational and tactical levels.