Challenges and solutions in teaching the history of finance guard

Abstract

An inseparable part of developing a financial guard identity is a thorough knowledge of your professional past. At the same time, it is important to convey this knowledge in a way that is acceptable to Gen Z finance guard students, through creative channels that complement traditional educational methods.

The aim of the study is to present and analyse the results of a new educational methodological solution, the "professional history adventure tour", organized for first-year students of the Department of Customs and Finance Guard of the Faculty of Law Enforcement of the National University of Public Service, which complements and is implemented within the framework of their professional history course.

To achieve this research objective, at the conclusion of the professional history course, a questionnaire was prepared among participants, examining whether and to what extent the adventurous tour is suitable for achieving values that are emphasized in law enforcement education, such as presenting the traditions of the financial officer and the history of his predecessors. We examined the effectiveness of the methods used throughout the program, whether students rate them as innovative, and whether the knowledge gained is useful. The questionnaire was sent to all course participants of course (N=41),  80.4% of whom completed it (N=33).

Based on the survey, the adventurous tour contributes to the development of skills such as assessing complex situations, reviewing the factors involved in processes, assessing their significance, assessing the consequences of decision-making alternatives, understanding the relationships between past and present relationships. The knowledge gained can be well incorporated and used, and can serve as a background when preparing a thesis or scientific paper.

Teaching professional history with a well-chosen complex method can be successful and effective. It helps to develop and strengthen professionalism. Such a method can also be an adventurous tour corresponding to the Creative Learning Program, which is considered a priority in the NKE Institutional Development Plan, which has been organized for 5 years and is evaluated for the second time in its own questionnaire.