DIGITAL TRANSFORMATION OF MANAGEMENT DECISIONS AS A KEY FACTOR IN ENSURING THE QUALITY OF HIGHER EDUCATION: COMPREHENSIVE ANALYSIS AND CONCEPTUAL MODEL

This article analyzes the impact of digital transformation of management decisions on internal quality assurance systems within higher education institutions across Ukraine. Amidst a rapidly evolving global landscape and geopolitical challenges, modernization of educational processes through digitalization is a strategic imperative for Ukrainian universities. The study’s empirical basis relies on extensive surveys among top-management, academic staff (NPP), and students. These surveys were part of the international “Ukrainian-German Teaching Network for a Digital Transformation of Environmental Education (Consolidation and Expansion Phase 2024)” project, supported by DAAD. Analysis of these diverse perspectives revealed a consolidated vision regarding digitalization's pivotal role in elevating educational quality. Nine fundamental criteria were identified, contributing to shaping higher education quality in a digitalized context. These criteria encompass: enhanced accessibility, flexibility, personalized learning, student engagement, digital and professional competencies, optimized process efficiency, content quality and innovativeness, transparent assessment, international integration, and socio-moral comfort. A novel conceptual model, QE = f(Xi), was developed. This model illustrates the multifaceted influence of digital management tools on education quality, offering an analytical framework for understanding relationships between digital interventions and quality dimensions. The findings offer substantial practical significance for university leadership, providing an evidence-based foundation for formulating and implementing effective digitalization strategies. These insights are instrumental in optimizing resource allocation towards impactful digital initiatives, ultimately bolstering institutional competitiveness and resilience of educational services. The substantiated conclusions and the proposed conceptual model serve as a foundation for further empirical and applied research in educational management, contributing to theoretical advancement and practical improvement of quality assurance in the digital era.