Аннотация
Digital transformation in education requires adaptive management models that align institutional strategy with technological change and human-capital development. This study aims to systematize and classify management models of digital transformation in Kazakhstan’s education sector. A mixed-methods approach was applied: a survey of 250 administrators from schools, colleges, and universities (2024), expert interviews with policy makers, and Pearson correlation analysis to assess relationships between digital maturity, leadership competencies, financing, and the adoption of analytics-driven tools. Results show that only 27% of institutions have formal digital strategies, while digital maturity strongly correlates with the number of implemented solutions (r = 0.72) and managers’ digital competence (r = 0.71). Regional disparities persist: access to high-speed internet reaches 92% in Almaty but only 60% in Atyrau. The study proposes four types of management models—innovative-adaptive, platform-oriented, process-modular, and hybrid—and outlines conditions for their application. Findings provide evidence-based guidance for policy-makers and institutional leaders to advance equitable, analytics-driven digital transformation. The four proposed management models are grounded in established theories of organizational change, digital transformation, and institutional governance, providing a conceptual framework for understanding how educational institutions can implement digital transformation effectively.