Цифровая культура руководителя образовательной организации: методологические подходы к исследованию

Introduction. The current contradictions between challenges of an intensively developing digital environment and the personal and professional values of the head of an educational institution, between theoretical knowledge of digitalization and its application in management practice require a detailed study of the phenomenon of ‘digital culture of the head of an educational institution’ and a methodological clarification of both the phenomenon itself and the structural components of digital culture, which influence the successfulness and efficiency of the headteacher in solving digital tasks. The aim of the article is to identify and clarify the methodological aspects of the phenomenon of ‘digital culture of the head of an educational institution’. Materials and Methods. The study is conducted through a logical analysis of scientific theories, system analysis and theoretical justification of the conclusions existing in science and practice about the application of methodological approaches to studying the category of digital culture of the head of an educational institution. The research methods of specification, modelling and formalization were used to substantiate the conceptual construct of the digital culture of the head of an educational institution. Results. The article explores the phenomenon of ‘digital culture of the head of an educational institution’, the significance of which is determined by the fact that it is represented as a new type of culture, which creates a new space of values and meanings, contributes to the emergence of other cultural practices and forms of human activities. The authors have identified methodological aspects of the phenomenon of ‘digital culture of the head of an educational institution’ based on the application of interrelated and complementary scientific approaches that provide a full and deep understanding of this phenomenon: system-activity, culturological, axiological, praxiological and setting incremental ones. According to the networking incremental approach, the authors justify the conceptual construct of the digital culture of the head of an educational institution, which includes the following elements: digital thinking, digital affiliation, digital adaptation, and digital experience. Conclusions. The article concludes that the considered methodological approaches are complementary, providing a wide range of methodological tools to study the phenomenon of ‘digital culture of the head of educational institution’. The combination of the approaches helps to deepen the understanding of different aspects of digital culture, their interconnection, and their influence on the behavior and activities of the head of an educational institution in the digital environment.