DOI: https://doi.org/10.36719/2663-4619/122/74-82
Semral Tazakhanov
Azerbaijan University
Master’s student
https://orcid.org/0009-0009-7068-0148
tezexanovs@gmail.com
Management Models of Digital Transformation in the Education System: a Comparative Analysis of Azerbaijani and International Experiences
Abstract
Digital transformation in education systems is rapidly accelerating, prompting countries to adopt various management models to adapt to these changes. This paper compares Azerbaijan’s experience in managing digital transformation within its education system with leading international examples, specifically Finland and Singapore. The aim of the research is to analyze the current state of digital transformation in Azerbaijan’s education sector, highlight the main aspects of international best practices, and provide recommendations for further development. The study employs a comparative analysis methodology, examining existing statistical data and policy documents. The findings indicate that Azerbaijan has made significant progress in recent years in developing digital education infrastructure and implementing electronic resources. Notably, during the COVID-19 pandemic, the “Virtual School” project provided an online education platform that covered over 1.2 million users. However, some challenges remain regarding school internet connectivity, computer availability, and the need to further enhance teachers’ digital competencies. In contrast, Finland’s digital transformation in education is grounded in teachers’ high professionalism and the integration of modern pedagogy into national strategies. Singapore, on the other hand, has nearly achieved full implementation of digital technologies in schools through long-term strategic planning and extensive government investment. The comparative analysis emphasizes the importance of leveraging international experience to ensure effective management of digital transformation in Azerbaijan’s education system. Moreover, the study highlights the necessity of strong leadership, adequate funding, and continuous teacher training as key components for successful digital transformation. The paper concludes with recommendations for accelerating this process in Azerbaijan by implementing more systematic strategies, improving infrastructure, and strengthening ongoing professional development for teachers, stressing the priority of reforms in this direction in the near future.
Keywords: digital transformation, education, management models, international experience