The professional motivation of cadets in higher and Western educational institutions plays a crucial role in shaping competent and dedicated military professionals. Motivation influences cadets’ academic performance, leadership skills, and long-term commitment to their military careers. This study explores the key factors affecting professional motivation, including intrinsic and extrinsic motivators, psychological theories, pedagogical approaches, and institutional frameworks. A comparative analysis between traditional higher military institutions and Western military academies highlights the differences in motivational strategies, with the former focusing on discipline and national service and the latter emphasizing leadership development, career opportunities, and autonomy in learning. Drawing on theories such as Maslow’s Hierarchy of Needs, Self-Determination Theory, and Goal-Setting Theory, the study examines the psychological and social aspects that shape cadets' motivation. The findings suggest that a balanced integration of discipline, leadership training, career development, and psychological resilience strategies can enhance professional motivation. The article concludes with recommendations for improving motivation strategies in military education to ensure cadets’ long-term professional engagement and success.
