- Баценко, Сергій Вікторович (orcid.org/0000-0002-7752-609X) (2026) Computer Oriented Methodology for Developing the Digital Literacy of Heads of General Secondary Education Institutions Masters thesis, Інституті цифровізації освіти.
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Abstract
The dissertation is devoted to the topical issue of developing the digital literacy of heads of general secondary education institutions (GSEI) through a computer oriented methodology in the context of continuous professional development and the digital transformation of education. The relevance of the study is determined by the rapid development of digital technologies, the proliferation of digital platforms and services, the active implementation of artificial intelligence technologies, the need to digitalise management processes, and the increasing requirements for the professional activities of heads of GSEIs. A modern head of a GSEI should possess not only digital tools but also the ability to use them for strategic management, data analysis, organisation of a digital educational environment, ensuring cybersecurity, staff development, and data-driven decision-making. Therefore, the development of a scientifically grounded computer oriented methodology for fostering the digital literacy of heads of GSEIs is of particular importance. The purpose of the study is to substantiate and develop a computer oriented methodology for developing the digital literacy of heads of general secondary education institutions. To achieve this purpose, the following objectives were set: to substantiate the conceptual framework of the study in order to define the concept of “digital literacy of a head of a general secondary education institution”; to investigate and generalise domestic and international experience related to the research topic in order to identify trends in developing the digital literacy of GSEI heads; to develop a dynamic model for developing the digital literacy of GSEI heads; to develop a computer oriented methodology for developing the digital literacy of heads of general secondary education institutions; to experimentally verify the effectiveness of the methodology; and to develop a methodological toolkit for GSEI heads. The methodological basis of the study comprises competency-based, systemic, activity-based, digital, and andragogical approaches, which ensure a holistic vision of the professional development process of GSEI heads under conditions of educational digitalisation. To address the research objectives, a set of complementary research methods was used. Theoretical methods included analysis, synthesis, comparison, and generalisation of scientific sources on digital literacy, professional development, and educational management; modelling of the structure and content of the computer oriented methodology; modelling of the components of the dynamic model; and systematisation of approaches to assessing the digital literacy of GSEI heads. Empirical methods included questionnaires and surveys of heads of general secondary education institutions, pedagogical observation, testing, and a pedagogical experiment comprising diagnostic and formative stages. Methods of mathematical statistics were applied for quantitative and qualitative data processing and verification of the reliability of the experimental results. As a result of the study, the content of the concept “digital literacy of a head of a general secondary education institution” was clarified and interpreted as a dynamic system of knowledge, skills, and value orientations that enables the effective use of digital technologies and artificial intelligence tools for strategic management of a general secondary education institution, development of an educational ecosystem, professional growth of staff, and ensuring cybersecurity in the global digital environment. The dissertation provides a comprehensive analysis of international experience in the transformation of educational management in the United States, Finland, Canada, Singapore, and South Korea, and summarises the theoretical achievements of Ukrainian and foreign scholars regarding the development of digital literacy among educational leaders. The results of the study demonstrate that contemporary educational management is influenced by transformational processes, among which the most significant are the development of digital leadership, extensive use of data analytics, integration of artificial intelligence technologies, strengthening of digital security requirements, and implementation of lifelong professional development strategies. The identified patterns indicate a shift in the role of the head from a purely administrative functionary to a strategic leader capable of effectively managing the digitalisation processes of a GSEI. Based on the conducted analysis, promising ways of adapting international experience to national characteristics were identified, including modernisation of approaches to the professional training of educational managers, transformation of the institutional culture of educational institutions, and creation of an environment that promotes continuous updating of professional competence in response to the challenges of educational digital transformation. A logical continuation of the study was the inclusion in the structure of a leader’s digital literacy of the following mandatory components: digital management literacy, the use of artificial intelligence technologies for analytical support of managerial decision-making, a foreign-language component as a means of accessing global educational resources, and digital financial literacy. A dynamic model for developing digital literacy based on these four core components was designed, demonstrating the transformation of managerial activity from an administrative-bureaucratic model to digitally oriented leadership capable of ensuring sustainable development of GSEIs, improving the quality of educational services, and integrating institutions into the international educational space. The practical implementation of the theoretical provisions of the study involved the introduction of innovative technological approaches into the professional activities of educational managers. In particular, the content of professional development for GSEI heads was improved through the introduction of modules on the use of artificial intelligence technologies for analytical support of managerial decision-making, enabling automation of routine processes, prediction of educational outcomes, and optimisation of staffing workloads; improvement of methods for determining levels of digital literacy development (from basic to advanced) through online diagnostics and situational tasks; and enhancement of digital management mechanisms, including data-driven decision-making and automation of school administrative functions. An important result was the identification of the essential differences between “digital competence” and “digital literacy” and the clarification of the conditions for organising digital literacy training for GSEI heads. The theoretical findings and applied tools constitute an integrated system of professional development. On this basis, a computer oriented methodology for developing the digital literacy of heads of general secondary education institutions was theoretically substantiated and developed. The methodology involves the use of digital platforms, information-analytical systems, electronic document management services, digital management tools, foreign-language digital resources, financial digital services, and artificial intelligence technologies. Its implementation is carried out through a combination of training sessions, workshops, distance learning, case-study methods, self-education, and professional interaction in a digital environment. To assess the level of digital literacy development among GSEI heads, a factor-criterion model was developed, providing for the determination of development levels according to relevant criteria and indicators. An online diagnostic tool in the form of a self-assessment test based on Google Forms was also created, ensuring prompt monitoring of digital literacy levels and suitable for use in the system of postgraduate pedagogical education. The experimental verification of the effectiveness of the proposed methodology was conducted in general secondary education institutions of Kyiv and involved 102 participants. The sample included school principals, acting principals, deputy principals, and participants of the Educational Management School of Desnianskyi District of Kyiv. The results of the diagnostic stage of the experiment revealed the predominance of a basic level of digital literacy among participants and confirmed the need for purposeful development of school leaders’ digital skills. Following the implementation of the computer oriented training methodology, significant improvement was observed across all identified components of digital literacy. The proportion of leaders with a basic level of digital literacy decreased from 50.98% to 19.61%, while the proportion of participants with a high level increased from 12.75% to 29.41%. The average integral indicator of digital literacy increased from 38.64 to 40.54 points. The reliability of the obtained results was confirmed using Fisher’s angular transformation criterion. The calculated value φ*emp = 4.86 exceeded the critical value for the corresponding significance level, indicating the statistical significance of the obtained changes and the effectiveness of the proposed methodology. During the study, all objectives were accomplished, the research goal was achieved, and the hypothesis that “the development of digital literacy among heads of GSEIs will be effective if a computer oriented methodology for developing the digital literacy of heads of GSEIs is designed and implemented” was confirmed. Scientific novelty of the study: For the first time: – the concept of “digital literacy of a head of a GSEI” has been defined as a dynamic system of knowledge, skills, and value orientations enabling effective use of digital technologies and artificial intelligence tools for strategic institutional management, educational ecosystem development, staff professional growth, and cybersecurity in the global digital environment; – the structure of a leader’s digital literacy has been expanded to include digital management literacy, the use of artificial intelligence technologies for analytical support of managerial decision-making, a foreign-language component as a means of accessing global educational resources, and digital financial literacy; – a computer oriented methodology for developing the digital literacy of heads of general secondary education institutions has been theoretically substantiated; – a dynamic model for developing digital literacy based on four core components (digital management literacy, foreign-language competence, financial literacy, and artificial intelligence literacy) has been developed; – a factor-criterion model for assessing the level of digital literacy of GSEI heads has been developed. Improved: – the content of professional development for GSEI heads through the introduction of modules on the use of artificial intelligence technologies for analytical support of managerial decision-making, enabling automation of routine processes, prediction of educational outcomes, and optimisation of staffing workloads; – methods for determining levels of digital literacy development (from basic to advanced) through online diagnostics and situational tasks; – digital management mechanisms involving data-driven decision-making and automation of school administrative functions. Clarified: – the essential differences between “digital competence” and “digital literacy”; – the conditions for organising digital literacy training for GSEI heads. Further developed approaches to the non-formal education of GSEI heads in the context of rapid technological change. Practical significance of the study: – a methodological toolkit (ready-made algorithms for the use of digital platforms, information-analytical systems, artificial intelligence services, and online resources) has been developed for the self-development of GSEI heads, automation of management reporting, and development of a digital roadmap for institutional growth; – a comprehensive online diagnostic tool based on Google Forms (24-question test) has been developed for self-assessment by educational leaders. The practical significance also lies in the possibility of applying the research results: – in professional development systems for GSEI heads; – in the development of programmes for professional development and digital transformation of educational institutions; – in the activities of professional development centres for educators; – in the creation of educational and methodological materials, electronic courses, and training programmes; – in the development of digital growth strategies for specific general secondary education institutions.
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