A CRITERIA-AND-LEVEL MATRIX FOR ASSESSING THE FORMATION OF DIGITAL COMPETENCE IN FUTURE EDUCATION MANAGERS

Abstract

The article addresses the issue of diagnosing the formation of digital competence in future education managers, which is currently of particular relevance, since the implementation of innovations and the effectiveness of digital management largely depend on educational leaders. Digital leadership, management of digital change, responsible use of data, the provision of a safe digital environment, and related capacities are becoming integral professional qualities of an education manager. The purpose of the article is to present a multidimensional criteria-and-level matrix for examining the digital competence of future education managers. The proposed matrix departs from the fragmentary nature of traditional diagnostics and integrates component-based, criteriabased, level-based, and evidence-based dimensions of assessment. Its application makes it possible not only to determine the general level of digital competence formation, but also to construct individual digital managerial profiles of students, identify strong and problematic areas in their professional training, and outline trajectories for further professional development in the field of digital educational management. The study employs a set of theoretical research methods related to the problem of diagnosing the digital competence of education managers, including the search for scholarly sources on theoretical and practical aspects of assessing the phenomenon under study in academic databases, the search for regulatory and legal documents, the analysis of selected studies, generalization, and schematization. The method of presenting research results was also used; it was associated with the systematization and visual representation of the criteriabased diagnostic framework for the formation of digital competence in future education managers. The results demonstrate the stages of constructing the matrix and provide a characterization of the cognitivecontent, operational-activity, and motivational-reflective criteria with their corresponding indicators. This makes it possible to cover the principal dimensions of digital competence manifestation: knowledge and understanding of the digital transformation of education; the ability to apply digital technologies in managerial activity; value-based attitudes, motivation, reflection, and readiness for continuous professional self-improvement. The article describes the levels of digital competence formation in future education managers and outlines the recommended methods that are most appropriate for assessing each criterion. A visual representation of the criteria-and-level matrix for diagnosing the formation of digital competence in future education managers is presented. The conclusions emphasize the effectiveness of the developed matrix for supporting the professional development of education managers and identify further research prospects, which involve expert evaluation and practical approbation of the matrix.