OPERATIONALISATION OF THE FORMATION OF GENERAL ICT-COMPETENCIES OF FUTURE SOCIOCULTURAL ACTIVITIES MANAGERS

Abstract

The article discusses the problem of operationalizing the general competencies of future managers of sociocultural activities in the context of integrating digital technologies into the information and educational environment (IEE). The goal is to provide a theoretical justification and structured specification for the transition from definitions to measurable constructs using an ordered matrix of correspondences between «competence – IES tool/process – indicator/criterion – level of development». The novelty lies in a systematized measurement procedure that combines the content, procedural, and technological parameters of the IES with a level-based development model (initial – basic – sufficient – high), reflecting the growth of autonomy, task complexity, and the transfer of results to new contexts. The methodological basis consists of conceptual and categorical analysis, structural and functional modeling, as well as normative and substantive comparison of the requirements of specialty 028 Management of sociocultural activities. The methodological basis consists of conceptual and categorical analysis, structural and functional modeling, as well as normative and substantive comparison of the requirements of specialty 028 Management of sociocultural activities. The conceptual apparatus (general competencies, IOO, electronic educational platform, indicator, criterion, level of development) was clarified, the architecture of the IEO as an integrative system of educational, information, and management services was substantiated, and its functional role in ensuring the personalization of trajectories, two-way feedback, and objective recording of results (e-portfolio, activity logs, analytical modules) was determined. An operationalization matrix is proposed that links communication, digital, cognitive-analytical, and project-management components with typical IOS artifacts (online presentations, case studies, project materials, multimedia products) and valid assessment indicators. The stages of application (diagnostic, formative, reflective, and corrective) and mechanisms for ensuring reliability (standardized rubrics, inter-expert agreement, platform analytics) are described.