Research objectives and hypothesis/research questions:
The primary research objective is to analyze the role of military ceremony as a tool for educational transformation in the context of change management, with particular emphasis on identifying logistical, emotional, and cultural challenges associated with implementing educational programs based on military ceremony, and proposing change models that enable effective management of this process. The main research question asks how military ceremony can support the educational transformation process while simultaneously minimizing resistance to change.

Research methods:
The study employs qualitative methodology based on triangulation of sources. The research design includes analysis of subject literature, particularly reviewing change management theories (Lewin, Kotter, ADKAR) and pedagogical literature concerning defense education. An internet query was conducted to analyze informational and program materials available in the public domain.

Main results:
The research identified three main categories of challenges in implementing military ceremony into education: logistical challenges including infrastructure limitations, staff qualifications, and inter-institutional coordination; emotional challenges encompassing resistance from teachers and parents along with concerns about militarization of education; and cultural challenges involving perception of ceremony as anachronistic and risks of ideologization. The study demonstrated the utility of three change management models in the educational context. Lewin’s model (unfreeze-change-refreeze) provides simple conceptual frameworks, Kotter’s eight-step model enables building broad social support, and the ADKAR model facilitates managing change at the individual level.

Implications for theory and practice:
The research extends the application of classical change management models (Lewin, Kotter, ADKAR) to the context of defense and cultural education, demonstrating their relevance beyond traditional organizational settings. The study conceptualizes military ceremony as a living tool for educational transformation rather than merely a representative element, contributing to theoretical understanding of how traditional cultural forms can be adapted to contemporary educational challenges. The findings emphasize the necessity of an interdisciplinary approach combining pedagogical, cultural, and managerial perspectives when implementing value-based educational initiatives.