Implementation of pedagogical conditions for the formation of information and technological competence of future education managers

Abstract

The problem of developing the information and technological competence of future educational managers is examined in contemporary research from various perspectives, which explains the existence of diverse approaches to its resolution. The digitalization of the educational environment, the development of information and communication technologies, and Ukraine’s integration into the European educational space objectively require a reconsideration of approaches to the professional training of future school leaders. Such changes should aim at enhancing their professional competence, particularly in the area of information and technological skills, in accordance with modern requirements and standards.

Practice shows that an insufficient level of information and technological competence, as well as limited ability to use digital tools in professional activity, negatively affects the effectiveness of managing educational processes. The purpose of this article is to present the results of experimental work on the implementation of pedagogical conditions for developing the information and technological competence of future educational managers during professional training.

The research results are presented through the phased introduction of pedagogical conditions into the professional training process. The experimental program focused on addressing key tasks of professional preparation for future educational managers and developing their information and technological competence, namely: revealing the role of information and technological competence as an integrative personal quality in the professional formation of future school leaders; developing the technological foundations for using information and communication tools in managerial activity; ensuring the assimilation of the content of the main components of information and technological competence, including cognitive, motivational, and operational aspects; promoting the development of skills in working with digital resources and forming an information and digital culture; ensuring readiness of future educational managers to make managerial decisions based on information analysis and the use of modern digital technologies; and preparing them for professional activity in the context of digital transformation of education.

The experimental research was implemented in the following directions: enhancing the methodological competence of higher education instructors regarding the use of information technologies in professional training; introducing innovative teaching methods based on practice-oriented and interactive approaches; realizing the didactic potential of academic disciplines through the use of digital resources; involving students in project-based, research, and practical activities using information technologies; and developing skills for self-management and professional self-development in a digital educational environment.

It is concluded that the implementation of pedagogical conditions for developing information and technological competence among future educational managers ensured positive dynamics in the development of all its components, increased students’ readiness to effectively use information and communication technologies in professional activities, and contributed to their ability to make informed managerial decisions in the context of educational digitalization. The experimental results confirmed the effectiveness of the proposed pedagogical conditions, as evidenced by the growth in information and technological competence of future educational managers, the development of their digital culture, professional mobility, and readiness for self-development and self-improvement in the modern information society.