- Казначеєва, Тетяна Олександрівна (orcid.org/0000-0002-1302-1260) (2026) Communications Management in Extracurricular Educational Institutions in the Context of Digitalization Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Kaznacheieva T. O. Communications Management in Extracurricular Educational Institutions in the Context of Digitalization. – Qualifying research paper submitted as a manuscript. Dissertation for the degree of Doctor of Philosophy in specialty 011 – «Educational, Pedagogical Sciences». State Institution of Higher Education «University of Educational Management» of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. Annotation content The modern system of extracurricular education in Ukraine operates in a context of transformation driven by the simultaneous influence of several factors: the rapid digitalization of the educational environment, decentralization and changes in funding mechanisms, and socio-political challenges associated with full-scale war and post-war reconstruction. Under these conditions, communications management in an out-of-school education institution goes beyond merely providing information about its activities and becomes a strategic resource for supporting sustainability, retaining students, and building trust and partnerships with participants in the educational process and the local community. However, communications management in most extracurricular education institutions remains unsystematic, fragmented, and largely dependent on the personal qualities of administrators and teaching staff. This leads to information gaps between participants in the educational process, reduces the transparency of management decisions and the engagement of students and parents, and weakens the institution’s external communication with partners and the community. The problem is compounded by the fact that the approaches to communications management found in the scientific literature are predominantly oriented toward general education, higher education, or corporate organizations and are based on classical administrative or PR models that do not account for the specific nature of out-ofschool education as a networked, multi-stakeholder system with voluntary participation, oriented toward creative development, personal self-realization, and collaborative interaction. Classical management models (linear-hierarchical, bureaucratic, regulatory-normative) provide only a formalized framework for information flows, whereas modern digital approaches focus primarily on tools, without offering a comprehensive model for their integration into the management system of extracurricular education institutions. An analysis of current theory and practice in the management of extracurricular education institutions in general, and communications management in particular, in the context of digitalization has revealed a number of contradictions between: − the need for extracurricular education institutions to effectively manage communications in the current context of digitalization and the insufficient development of theoretical and methodological support for this process in educational science; − the practical need of extracurricular education institution administrators for scientifically grounded communication management tools and the absence of a comprehensive communication management model that takes into account the specific nature of extracurricular education institutions and the current conditions of their operation; − the availability of digital technologies for organizing the institution’s communication environment and the lack of a systematic approach to their application in communication management within an out-of-school educational institution. The relevance of the issue, the need to resolve the aforementioned contradictions, and the lack of theoretical, methodological, and practical research on the management of communications in extracurricular education institutions led to the selection of the dissertation topic: «Communication Management in Extracurricular Education Institutions in the Context of Digitalization». The implementation of socio-technological approaches to organizing communication processes in the context of digitalization can significantly contribute to improving the communication management system in extracurricular education. Within the scope of this study, a socio-technological model of communication management in an extracurricular education institution was developed, theoretically substantiated, and tested. The scientific novelty of the results obtained lies in the fact that: for the first time: − a socio-technological model for managing communications in an extracurricular education institution in the context of digitalization has been theoretically substantiated and developed; unlike existing models, integrates sociopedagogical, organizational-managerial, and digital components into a single system capable of adapting to the challenges of wartime and post-war conditions; − а qualimetric factor-criterion evaluation matrix has been developed, comprising 10 factors and 30 criteria, and providing a quantitative, comprehensive assessment of the quality of communications management, taking into account the specific nature of out-of-school education; − а variable algorithm has been developed for implementing a sociotechnological model of communications management in an extracurricular education institution, which provides for optimistic, realistic, and pessimistic scenarios for implementing the socio-technological model of communications management (depending on conditions) and a phased roadmap as an action plan. The following have been clarified: − the definitions of key research concepts and the author’s interpretation thereof, specifically: management; communication; the communication process; the communication space; communication management in educational institutions; communication management in extracurricular educational institutions; a model for communication management in extracurricular educational institutions; − criteria and indicators for evaluating the effectiveness of communications management in out-of-school educational institutions in the context of digitalization in a qualimetric dimension; Justified: − the use of systemic, human-centered, integrative, network-based, and socio-technological approaches in the management of communications at out-ofschool educational institutions; − the need to transition from the fragmented use of individual management and communication approaches to the development of a socio-technological model of communication management that integrates socio-pedagogical (agency, partnership, trust, and organizational culture within the team) and technological (digital platforms, tools, data analytics) components; were further developed: − theoretical principles regarding communications management in extracurricular education institutions in the context of digitalization; − a qualimetric approach to assessing the quality of management processes in the field of extracurricular education. The practical significance of the obtained results lies in the fact that a sociotechnological model of communications management, methodological recommendations for its use, and a factor-criterion matrix—which provides a quantitative, comprehensive assessment of the quality of communications management in an extracurricular education institution—have been developed, tested, and implemented in the management practices of such institutions; methodological recommendations for implementing the socio-technological model of communication management as an implementation tool, as well as a variable implementation algorithm for the model, which includes optimistic, realistic, and pessimistic implementation scenarios depending on conditions, and a phased roadmap for administrators of extracurricular education institutions. The results of the study can be used: to assess the state of the communications management system in an out-of-school education institution based on the developed factor-criterion matrix for evaluating the quality of communications management; to implement a socio-technological model of communications management in the administrative practices of out-of-school education institution leaders and other participants in the educational process; to ensure positive trends in communication management quality indicators in out-of-school education institutions in the context of digitalization; to train leaders of out-of-school education institutions within the postgraduate education system on the use of the sociotechnological model of communication management; to develop methodological recommendations and training programs for leaders of out-of-school education institutions on communication management in the context of digitalization. It should be noted that the developed factor-criterion matrix for assessing the quality of communications management can be used as a tool for monitoring and analyzing the quality of communication processes in various types of out-of-school education institutions, provided that the content — namely, the measurement factors and criteria — is adapted to the specific characteristics of the respective institution. In the context of new challenges and trends, an important stage in the development of institutional management within the extracurricular education system is the creation of an effective communications management system as a key component of the overall management system of extracurricular education institutions. An analysis of academic sources has made it possible to establish that communications management in an extracurricular education institution should be considered from three perspectives: from the standpoint of the participants in the communication process (administration, teaching staff, students, parents, and partners); by areas of communication interaction (internal, external, and partnerbased); and as a management cycle encompassing the planning, organization, monitoring, and adjustment of communication activities. Furthermore, communication management in an out-of-school educational institution today should be viewed not as a system of actions to maintain existing information channels, but as a crucial component of the institution’s development and a prerequisite for its competitiveness in the modern educational environment. Therefore, in modern educational management, there is a growing focus on strategic planning of communication activities, taking into account the multi-stakeholder nature of the social environment of out-of-school educational institutions—an environment on which such institutions depend to the greatest extent compared to other types of educational institutions. As part of the study, an experimental evaluation of the socio-technological model of communications management was conducted. The results of the formative experiment showed that the implementation of the socio-technological model of communications management facilitates a systematic transformation of communications management in an extracurricular education institution, as evidenced by the shift in the overall assessment from average to high, increased involvement of teaching staff in management decisions, improved competence of teaching staff, and increased parental participation in the educational process. It should be noted that as a result of implementing the socio-technological model of communication management, the key indicators of communication management quality in the out-of-school education institution have significantly improved; the level of organizational culture of interaction, communication openness, and digital competence of teaching staff has increased. The experiment involved science-oriented out-of-school education institutions of various administrative levels and locations. Based on the theoretical and practical results of the study, methodological recommendations have been prepared regarding the use of the socio-technological model of communication management in out-of-school education institutions. The socio-technological model of communication management in an out-ofschool educational institution, as a key component of management, is of fundamental importance because it integrates all the main components of communication process management into a coherent, logically sound system, and reflects the internal structure of relationships among the actors in the educational environment; and illustrates the place and role of communication management within the managerial activities of the head of the extracurricular educational institution, as well as the place and role of each participant in the educational process — namely, the administration, educators, parents, and students — within the established communication system.
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