Keyword: «learning organization»

In the context of the development of the knowledge economy and hyper-competition, human capital management is becoming a key factor in national progress that requires reconsidering of traditional approaches to education and leadership. The problem is particularly acute in education, especially in schools operating in difficult socio-economic conditions. Traditional models of strategic management based on directive planning and reactive problem solving are ineffective, which requires the development of more adaptive approaches to development. The aim of the study is to develop and test a scientifically based approach to the formation of an effective development strategy for schools operating in difficult social conditions, taking into account the principles of emergence, continuous organizational learning and distributed leadership - key elements of the scientific school of strategic management "Learning School". The concepts of Henry Mintzberg, Peter Senge, Richard Rumelt and other scientists, who consider strategy as a result of self-organization, collective experience and continuous experimentation, served as the theoretical basis for the study. The research methodology included theoretical analysis, qualitative methods (case studies of successful schools), and quantitative analysis of educational achievement monitoring data. The results of the study confirm that reliance on the concept of a learning organization ensures greater sustainability and adaptability of strategic management than traditional approaches. The strategy, built on local initiatives of teachers, microsteps, diagnostics of the social context and reflection, improved the quality of education and strengthened trust in the school community. The leader transformed from an administrative executor into an “architect of opportunities”. The theoretical significance lies in deepening the understanding of the nature of emergent strategies in the educational sphere and proving their productivity in the context of limited resources and social complication. The practical value of the study is expressed in the fact that the model proposed by the authors can be used to develop and implement programs to improve the quality of education in similar organizations. The data obtained allow us to recommend the "Learning School" as a promising paradigm of strategic management for educational organizations striving for sustainable development in the context of multidimensional challenges of our time.

The relevance of the study is due to the need for the continuous development of teachers' information culture in the context of the digital transformation of education, the rapid growth of information flows, and the introduction of artificial intelligence technologies. The traditional system of professional development, being episodic in nature, cannot keep pace with the dynamics of change, which necessitates the search for new in-school mechanisms for professional growth. The aim of the article is to provide a theoretical substantiation and develop a model for the continuous improvement of teachers' information culture in a school operating as a learning organization. The methodological framework is based on a synthesis of competence-based, personal-activity, socio-cultural, synergetic, and contextual approaches, as well as an analysis of the concepts of a learning organization (P. Senge, M. Pedler). During the research, the concept of "information culture of a modern teacher" was clarified, and its six components were identified and substantiated: value-meaning, professional-cognitive (including knowledge of AI fundamentals), professional activity-oriented, professional-communicative, socio-legal, and professional-reflexive. The main results are presented in the form of a structural-functional model, including target, content, organizational activity-oriented (methods and technologies for implementing this concept: "Hansei", benchmarking, action learning, context-network technology, personal-developmental technology) and result-evaluation blocks. The organizational and pedagogical conditions for the effective implementation of the model have been determined, including: managerial will, developed health-preserving information and educational environment, and the transformation of methodological work into a corporate learning system. The theoretical significance lies in the integration of the concept of a learning organization into pedagogical science in relation to the task of developing information culture. The practical significance is that the proposed model creates a foundation for restructuring in-school methodological work, ensuring the continuous professional growth of teachers directly in their workplace.