The authors propose to consider the digital transformation of education as logistics view, looking at educational logistics like an activity to provide the student with all the necessary educational resources. Usually the problems of education are considered from the standpoint of pedagogy, didactics, and psychology. Logistics is usually associated with the tasks of supply of products. However, logistics is the solution of optimization problems of different processes. The subject of optimization can be the educational process. The advantage of the logistics approach in education is that it is possible to move away from the traditional humanitarian aspects of the relations of the participants of the educational process in order to focus on structural problems and management features. Traditional educational logistics involves the logistics of study groups. Pedagogy works to align all students in the study group. All curricula are based on the study group as a unit of development. If the student fails to integrate into the study group, then he or she is individually pulled up by personal teacher, or picked up by another study group. Digital technologies allow to develop the personal educational logistics — individual development of each student as a new task of new education. Digital technologies blur the boundaries of educational organizations, so there is a wide range of groups of different levels and composition. Instead of fitting the student to the study group, it is possible to fit the groups to the student.

The problem of distance between the processes of world transition to a new technological platform, information technologies, to the digital economy and digitalization of various spheres of activity, including education, on the one hand, and not sufficiently deep studies of the phenomenon of digital transformation, including the digital transformation of education, on the other hand, is studied. Lack of elaboration of the essence of digital transformation provokes the free and often marketing use of the concepts of digitalization, digital technologies, and digital transformation of education, and in practice leads to low efficiency of actions taken to implement projects and programs of digital transformation. The lack of strict assumptions leads to a lack of meanings, a multiple increase in the managerial and organizational complexity of implementing the actual practice of digital transformation in education, and as a result, there is an imitation or formal implementation of promising projects. The purpose of the study is to substantiate the General model of digital transformation and to specify it in relation to the digital transformation of education, demonstrating all the elements of the structure of the transformed object and the nature of the cardinal transformations. The hypothesis being tested — the transformation process covers not only the means of educational activity, in particular, digital technologies, but also other elements of it — the goal, object, subject, changing the essence of the educational activity itself, contrasting it with the processes of training and preparation. The system-based research methodology is used. Research methods: main — theoretical analysis and synthesis of existing scientific positions, observation of practical artifacts of digital transformation of education; accompanying — experimental method for testing the results of research. The main results were: distinguishing digital transformation projects, highlighting their unique properties and characteristics that differ from projects of optimization, improvement, development; substantiating the model of digital transformation of education, including proof that in the process of transformation, not only the means (digital technologies), but also the content of the educational process, its goals, subjects and methods of communication between them change dramatically. This suggests a new approach to changing the education process under the influence of digital transformation, its distance from the processes of education and training, which will become a starting point in the self-organization of teams of projects of digital transformation of education. The results will be useful to heads of education authorities at all levels, managers and development teams of educational organizations of basic and additional education, who are planning or implementing digital transformation projects.

Introduction. The challenge of the pandemic forced educational organisations in Russia to resort to massive transition to distance learning and accelerated digital transformation of schools. It has become more obvious than ever that the digital transformation of a school is not limited to a simple technical update of its information resources but implies a fundamental rethinking of the school activities based on the capabilities of digital technologies.The aim of the study was to investigate the experience of digital transformation and the Russian school principals’ notions about it as a systemic process. The subject of the study is the notion about the systemic impact of digital transformation processes on schools; the experience of complexity in the introduction of information technologies in the educational process and school management, the assessment of the progress of digitalisation; the notions about the factors of successful digital transformation, which require a critical understanding of the experience of implementing information technologies in the school, highlighting key success factors.Methodology and research methods. The authors analysed 7189 questionnaires using computer methods for processing the natural language. The questionnaires were completed in general education organisations of 66 regions from all federal districts of Russia. The respondents’ answers were categorised in accordance with the European Framework for Technologically Competent Educational Organisations (DigCompOrg).Results. The research findings demonstrated the significant imbalance in the frequency of responses: the most frequent answers belong to the “Infrastructure” category, while the least frequent ones belong to the categories of pedagogical aspects of digital transformation affecting changes in the educational content and methods for assessing educational outcomes. It is concluded that the respondents’ replies reflect the institutional position of school principals in the current educational system: a head of a government-funded school positions herself/himself as an administrative executor and a representative of the founder, rather than a leader of the teaching team. Consequently, the provision of educational achievements and students’ personal development are largely not perceived by principles of Russian schools as a priority management task.Scientific novelty of the present research lies in the attempt to answer the question of how systematically the digital transformation of the principle is perceived, to apply DigCompOrg to the assessment of these categories by the European Framework of technologically competent educational organisations, as well as to use natural language processing methods to process text answers to open-ended questions of the questionnaire, which made it possible to obtain results on a large sample with wide geographical coverage.Practical significance. The research findings can be used in the development and implementation of advanced training programmes for school and college administrations in accordance with the ongoing digitalisation of Russian educational system.

Попов Александр Анатольевич -доктор философских наук, доцент, заведующий научно-исследовательским сектором «Открытое образование» научно-исследовательского центра социализации и персонализации образования детей Федерального института развития образования РАНХиГС при Президенте РФ, заведующий лабораторией компетентностных практик образования Института системных проектов Московского городского педагогического университета, профессор кафедры социологии и массовых коммуникаций Новосибирского государственного технического университета.

The article presents the results of a study of the problem of the gap between the changes taking place in the economy, social sphere, political guidelines, culture, on the one hand, and the content of the education system, on the other. The observed changes actualize the need to transform education in order to fully respond to the challenges of the environment surrounding education. One of the important tasks is to create an environment for the formation of a person who is capable and motivated to innovate and create creative activities, for which project activities are optimally suited. As a result, it is necessary to develop a new approach to the organization of project activities, involving the use of modern and most effective methodologies and practices of project management, creative and problem-analytical activities. The purpose of the presented work is to substantiate a new model for building project activities, called the norm and setting boundaries, rules and technologies based on certain values, principles, technologies and methods of project activities in schools. Methods of achieving the purpose were factor analysis to assess the impact of changes in the environment on education, case studies to assess problem areas and positive developments in the organization of project activities of schoolchildren. A case study was conducted in 33 educational institutions in Russia and abroad. An additional method was the analysis of scientific literature and professional standards for project management in order to identify and generalize in the form of an author’s model common and proven results of methodological and methodological developments on the organization of project and innovation activities. The analysis of environmental factors (economy, social sphere, politics, culture) and their impact on the education system is carried out. It is concluded that education should take on the following functions: formation of thinking, self-determination, selforganization, reflection as technologies that allow a person to build their own trajectory of development and turn information into knowledge. While preserving the functions of translation and reproduction of cultural, social and professional norms, education becomes a centering activity that provides the possibility of human existence in any other spheres of activity in the modern world. To perform these functions, a model of the norm of project activity of schoolchildren is proposed, which is built on certain values and principles developed by the authors, and includes three stages of performing project activity of a student (conception, implementation or management of implementation, understanding of the work done). The proposed model of the project activity norm meets the requirements of changes in the environment of education. It assumes a radically different approach in comparison with the existing practices of organizing project activities, which corresponds to the principles and methods of project activities generally accepted in project management, but at the same time corresponds to the new goals and objectives of the education system in the conditions of its transformation.