MEANS OF DEVELOPING THE INFORMATION AND DIGITAL COMPETENCE OF FUTURE MASTER'S DEGREE STUDENTS IN EDUCATION MANAGEMENT

Abstract

The purpose of the article is to analyze and substantiate a set of digital means that ensure the development of digital literacy, analytical culture, managerial mobility and readiness of future master's degree students in education management to work in the context of the digital transformation of educational institutions. The relevance of the study is determined by the fact that a modern head of an educational organization must not only use individual software products but also design a digital educational environment, organize electronic interaction, work with data, evaluate the quality of digital content, follow information security rules and make evidence-based managerial decisions. Methods. The research methods include theoretical analysis of scientific publications and methodological documents on digitalization of education, comparison of approaches to interpreting digital competence, systematization of digital tools, generalization of pedagogical experience and modeling of the structure of means for developing this competence during master's training. Results. The study clarifies the content of information and digital competence of a future education manager as an integrative quality combining informational-analytical, operational-technological, communicative-organizational, managerial-project, ethical-security and reflective-innovative components. The paper substantiates the relevance of the integrated use of learning management systems, cloud services, digital content creation tools, online assessment and monitoring services, digital communication platforms, data analysis tools, electronic educational resources and digital libraries. Each group of means performs a specific pedagogical function: LMS platforms support the organization and monitoring of learning; cloud services develop teamwork and coordination; visualization and multimedia tools form the ability to present managerial decisions; analytical platforms support data-informed planning; electronic resources develop information culture and critical evaluation of sources. Conclusions. The formation of the competence under study is effective when digital tools are combined with practice-oriented tasks, projects for the digital development of an educational institution, cases of managerial analysis and reflective evaluation of results. The proposed approach makes it possible to move from fragmentary use of technologies to a coherent system of professional training focused on real managerial tasks.