Keyword: «pedagogical management»

The paper presents a model based on the concept "mechanism of pedagogical management of the pupils group". The author determines the conceptual statements in accordance with the procedural characteristics that describe the structure and the set of organizational and management conditions.

In the context of global digital transformation, higher education is undergoing a paradigm shift in pedagogical support. While learning technologies (LMS, MOOC) have been actively implemented, the potential of Big Data analytics in the system of educational work remains insufficiently explored, especially in the Russian scientific field. There is a contradiction between the technological capabilities of predictive analytics and the need to preserve the humanistic nature of education while strictly following ethical and legal norms. The aim of the research is to identify, systematize, and make a comparative analysis of models for using Big Data technologies in the practice of university curators in Russia and China, as well as to substantiate a structural-functional model of pedagogical management adapted to Russian conditions. The study is based on the principles of comparative pedagogy and the modeling method. A comparative analysis of the regulatory framework (Federal Law 152-FL in the Russian Federation and cybersecurity regulations of the PRC) and case studies of four universities were conducted: Harbin Engineering University and Harbin Huade University (PRC), Lomonosov Moscow State University and Patrice Lumumba Peoples' Friendship University of Russia (RF). Key results: 1. Typology of models: Two polar strategies were revealed. China's universities are dominated by the Predictive Model, which uses the Smart Campus system to automatically collect behavioral data (geolocation, transactions) for early risk detection (the concept of "hidden care"). Russian universities implement a "Communicative-Diagnostic Model" based on the analysis of the digital footprint in the Electronic Information and Educational Environment (EIEE) and social networks (VK, Telegram), where the key role is played not by an algorithm, but by the personality of the curator. 2. Identification of risks and opportunities: It is proved that the Chinese approach ensures high efficiency but involves risks of privacy invasion. The Russian approach guarantees ethical safety but suffers from data fragmentation. 3. Integration: The authors propose a structural-functional model of pedagogical management, which acts as an adaptation tool. The model demonstrates how, under the legal restrictions of the Russian Federation, a curator can use the "digital footprint" in social networks and messengers as an alternative to total data collection, moving from intuitive management to scientifically grounded one. Theoretical significance lies in the conceptualization of the notion of "digital footprint in educational activity" and the classification of international approaches. Practical significance lies in the development of recommendations for implementing elements of a hybrid model for Russian universities: the use of tools for early warning of academic failure and management of group dynamics in a digital environment without violating the boundaries of student privacy.

The relevance of this study stems from the changing nature of school teachers' professional agency in the context of the digital transformation of general education. Modern teachers increasingly act as agents of their own professional management, making pedagogical and organizational decisions based on data analysis. In this context, the importance of developing teachers' managerial competency is growing. However, continuing professional education practices are not always sufficiently focused on developing managerial skills and the ability to make informed decisions in a digital educational environment. The aim of this article is to theoretically substantiate the essence of school teachers' managerial competency and identify the specific features of its development within the continuing professional education system in the context of the digital transformation of general education. This theoretical study draws on systemic, activity-based, competency-based, and personality-oriented approaches, allowing for the consideration of managerial competency as an integrative and dynamic quality of teacher's personality. This article clarifies the concept of school teachers' managerial competency using digital technologies and demonstrates its component structure. It is found that the development of this competency is a targeted process of continuous professional education, requiring the coordinated development of all components. Pedagogical conditions for developing school teachers' managerial competency in the system of continuing professional education are identified and characterized. These include updating teacher motivation, improving the content of professional development programs with managerial and digital components, as well as organizing informal education and post-course pedagogical support. The theoretical significance of this article lies in clarifying the conceptual framework and expanding scientific understanding of the development of school teachers' managerial competency in the context of the digital transformation of education. Its practical significance lies in the possibility of using the findings in designing professional development programs and organizing post-course support for teachers.

The purpose of the study is to provide a theoretical substantiation of the system for managing the development of students' creative abilities in a modern school. Based on the analysis of works by domestic and foreign researchers, the structure of creative abilities and factors influencing their development are identified. Organizational and pedagogical conditions for managing this process are determined: diagnostic support, creation of a creative educational environment, teacher training. The scientific novelty lies in the systematization of approaches to managing the development of creative abilities and the identification of key components of a management model.