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Effective tactical decision-making under time pressure is crucial in aerial combat, yet research on how fighter pilots are trained in this capacity remains limited. This study describes how tactical decision-making is presented and made to learning content during simulator-based exercises within the Swedish fighter pilot 4-ship upgrade course. Utilizing qualitative methods, including text analysis of official training documents, direct observation of simulator sessions, and semi-structured instructor interviews, this research identifies and describes critical pedagogical practices.

The findings illustrate that current training scenarios effectively challenge pilots by simulating complex, highly challenging conditions requiring rapid decision-making. The Recognition Primed Decision (RPD) model, Situational Awareness (SA), and Military-Pedagogical Planning Model (MPPM) are central theoretical frameworks used in the analysis. Results reveal strengths in scenario realism and instructor adaptation to individual trainee needs, significantly enhancing trainees’ tactical decision making competence. 

This study contributes academically by bridging the knowledge gap between established decision-making theories and the military-pedagogical dimension. Thus, the research provides insights valuable to both academics and educators in military as well as civilian contexts.