Features of improving the mechanisms for managing the digital educational environment of a university in the context of digitalization of pedagogical education

This article analyzes the specifi cs of improving the mechanisms for managing a university’s digital educational environment (DEE) in the context of growing digitalization and technological requirements for teacher education, which determines the relevance and scientifi c signifi cance of the study. This work is based on a content analysis of key concepts related to the stated research problem, including a systems analysis of scientifi c literature, an analysis of publications and dissertations, and the development of a level-based description of digital educational system (DES) management mechanisms aimed at structuring key management elements. It has been established that improving management mechanisms is a multi-level and complex process that depends on the creation of a regulatory framework that ensures the compatibility and accessibility of digital resources, the optimization of technological infrastructure as the basis for the sustainable functioning of the system, personnel training with an emphasis on the development of their professional competencies, the use of analytical data for making informed management decisions, and the development of a collaborative management mechanism that facilitates interaction between all stakeholders, including students, faculty, and administration. Specifi c features of DES management in the university environment are identifi ed, including the need to consider pedagogical approaches, organizational structures, and technological innovations, highlighting the uniqueness of this context in educational practice. Conclusions are presented on the importance of integrating innovative digital technologies with traditional educational practices for the successful digitalization of pedagogical education, emphasizing the role of an integrated approach. It has been established that improving digital educational environment management mechanisms requires a systemic approach aimed at overcoming barriers such as insuffi cient staff training, limited institutional support, and uneven technology adoption. Prospects for further research are discussed, including the need for comparison with international experience in developing digital educational environments and the development of universal digital educational environment management models, which could signifi cantly improve the quality of teaching staff training and their readiness to work in the context of the digital transformation of the educational process.