Individual Components of the Methodology for Using Journal and Conference Systems in Scholarly Peer Review

The peer review processes of scholarly works have undergone fundamental changes with the implementation of digital journal and conference systems that automate editorial workflow stages from manuscript submission to coordination of expert evaluation procedures. Effective utilization of modern scholarly publishing management platforms, such as Open Journal Systems, ScholarOne Manuscripts, Editorial Manager, EasyChair, and Microsoft CMT, requires participants to possess specific digital competencies. The relevance of this research is determined by the critically low level of conference systems usage (28%) and journal systems usage (38%) among national academic staff, as evidenced by the results of a formative experiment. The aim of the study is to identify and systematize key components of the methodology for using journal and conference systems in scholarly peer review processes to develop necessary skills for effective participation in expert evaluation procedures through digital platforms. The research methodology is based on analyzing functional capabilities of leading digital platforms, systematizing review procedures, and identifying specific features of working with different system types. The conducted analysis allowed for identification and systematization of methodology components into three main groups: technical (interface navigation, profile management, document processing), organizational (understanding review stages, meeting deadlines, interaction coordination), and competency-based (mastering expert evaluation criteria, ethical principles). Sixteen key questions for quality reviewing were identified, ranging from thematic relevance to scholarly writing style. The practical value of the research lies in creating a foundation for developing training programs for academic staff professional development in the field of digital expert evaluation platforms. The systematized methodology components can serve as guidelines for forming appropriate educational modules and contribute to enhancing digital literacy in academic peer review processes.