Methodological Innovation in the History of the Finance Guard Profession Classroom

Abstract

The paper presents the teaching methodological solutions applied in the first-year course of the Faculty of Law Enforcement of the University of Public Service (UPS) for first-year students of the Department of Customs and Finance Guards, specializing in financial investigation and customs and finance guard. All of them, as intended by the instructors, serve to deepen the understanding of the history and the profession of finance guard in the context of Generation Z. At the end of the courses, a questionnaire survey was carried out among the participating students to assess whether and to what extent the class and the adventure tour organized within it were suitable for developing competences that are of particular importance in law enforcement education, such as cooperation between students, critical thinking, problem-solving and empathy, and to what extent these methods were adequate and were considered innovative by the students concerned. The questionnaire was sent to all course participants (N=46) and was completed by 39 (84.7%). The survey showed that the role of the students in the history of the professional courses and the adventure tour was valued more highly than that of the teachers and that both courses were seen as community-building and strengthening. Teaching vocational history can be successful and effective with a well-chosen complex approach, which helps establish and strengthen a sense of vocation.