Theoretical substantiation of didactic conditions for forming information and digital competence of future master's students in education management

Abstract

The purpose of the article is to provide a scientific substantiation of the topic "Theoretical substantiation of didactic conditions for forming information and digital competence of future master's students in education management" in the context of contemporary educational modernization, the competence-based paradigm, and the need to connect theoretical statements with practical mechanisms of pedagogical work. The subject of analysis is a set of didactic conditions that ensure the development of information and digital competence in the professional training of future education managers, interpreted as a multidimensional process combining aims, content, methods, organizational forms, values, communication strategies, and criteria for assessing outcomes. Methods. The study uses analysis of regulatory documents and scientific sources, comparison of digital competence frameworks, concept systematization, modelling, generalization, and theoretical interpretation. These methods made it possible to compare different approaches, identify their strengths and limitations, clarify the conceptual field, and present an authorial logic for organizing the pedagogical process. Results. The research shows that the competence of a future master's student in education management should be developed through professionally contextualized digital tasks, management cases, a digital learning environment, and a reflective assessment portfolio. The article clarifies key concepts, reveals internal links between aims, content, methods, and outcomes, and determines conditions under which the investigated phenomenon becomes systematic rather than episodic. Special attention is paid to reflection, gradual implementation, individualization, cooperation, teachers' methodological readiness, and the correspondence between educational actions and learners' real needs. Conclusions. The proposed didactic conditions form a system that integrates motivational-value, cognitive, operational-activity, and reflective-prognostic components of competence. Further research should focus on empirical verification, development of diagnostic tools, creation of methodological materials, and analysis of the model effectiveness in different educational environments.