Batsenko S. Computer Oriented Methodology for Developing the Digital Literacy of Heads of General Secondary Education Institutions

Batsenko S.V. Computer Oriented Methodology for Developing the Digital Literacy of Heads of General Secondary Education Institutions. – Qualifying scientific work submitted as a manuscript. Dissertation for the degree of Doctor of Philosophy in Specialty 011 – Educational and Pedagogical Sciences, Educational and Scientific Programme “Information and Communication Technologies in Education”. – Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. Annotation content. 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 decisionmaking. 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.