This study examines the manifestations of the Dunning-Kruger effect in Generation Z's ability to respond to crisis situations by presenting the results of an experimental investigation conducted among military school cadets. The Dunning-Kruger effect, describing the tendency of individuals with lower levels of competence to overestimate their abilities, was analysed in relation to the real-life crisis preparedness of young people born after 1995. Generation Z is often characterized by high self-confidence, usually also performance orientation and strong digital competence, which, when confronted with real-life crisis situations, may reveal a certain degree of cognitive bias.

Using a combination of a self-assessment questionnaire and the application of a robust crisis scenario to soldiers, differences between respondents' stated self-awareness and their actual decision-making effectiveness were measured. The results of the experiment confirmed the presence of the Dunning-Kruger effect in some cadets, with the degree of bias appearing to be influenced by, among other things, the level of previous practical experience, ability to work under pressure or without the resources and material usually available. A total of 112 students took part in the whole research, and their practical results were compared with a control group of ninety other students of the same year.

The study provides a new perspective on the risks of overestimating one's own abilities in crisis situations and offers recommendations for training and education in crisis management and self-reflection for members of the security forces. The results of the paper are generalized to a broader context, particularly in the war in Ukraine.
Overall, the article succeeds in identifying, describing and applying in a broader context the possible impact of the paradox between self-reliance and real competence of Generation Z in crisis situations.

Keywords: Education, Dunning-Kruger effect, Crisis situations.