DEVELOPING INCLUSIVE DIGITAL MANAGEMENT COMPETENCE OF SCHOOL LEADERS

The digital transformation of education has fundamentally changed the requirements for effective school leadership. Modern school administrators are expected to combine traditional management knowledge with advanced digital competencies and inclusive educational principles. The development of inclusive digital management competence is particularly important because schools must provide equal educational opportunities for students with different abilities and learning needs. This competence involves the effective use of digital platforms, educational information systems, assistive technologies, and electronic communication tools. It also includes the ability to organize accessible digital environments and coordinate the activities of teachers, specialists, parents, and other educational stakeholders. This article examines the theoretical foundations and practical mechanisms for developing inclusive digital management competence among school leaders. Particular attention is paid to the experience of the Commonwealth of Independent States, including scientific research conducted in Russia, Kazakhstan, and Uzbekistan. The study applies theoretical analysis, comparative analysis, and conceptual modelling. It identifies five interconnected components of inclusive digital management competence: technological, managerial, pedagogical, communicative, and ethical. The article proposes practical directions for improving school administrators' professional development through digital leadership training, educational data analysis, and inclusive technology management. The findings emphasize that digital transformation should serve educational accessibility and student participation rather than technological innovation alone.