Abstract

Relevance. The general trends and consequences of digital transformation have touched all levels of the education system, manifested in the creation of a digital educational ecosystem, significant changes in the theory and practice of teaching and education, the introduction of electronic and network didactic means and tools, the formation of a digital culture of an educational organization, etc. Digital transformation does not mean a set of IT programs or software, but, first of all, it is a transformation of the educational process, manifested in an innovative format of teaching, education and learning, forming a new thinking and culture of the subjects of educational relations, taking into account digital transformations in the economy and society. The solution of the actual task of assessing the 'digital maturity' of organizations of various forms of ownership, spheres of production activity, including the level of higher education, will contribute to the development of a model for assessing the 'digital maturity' for the general education system. Object of the study: digital maturity assessment. Subject: approaches, methodologies, tools for digital maturity assessment. Objective: to identify and describe approaches, techniques, tools for assessing digital maturity. Objectives: to analyze the essence and meaning understanding of the category 'digital maturity'; assessment of 'digital maturity', to analyze the existing foreign and domestic methods and tools for assessing the level of 'digital maturity' of organizational systems. Methods: comparative analysis of the concept of "digital maturity"; bibliographic search; methods of systematization and generalization of data. Conclusions: there is no unity of scientific attribution of the concepts of "digital maturity"; assessment of "digital maturity"; the concept of "digital maturity" and its assessment systems in the Russian Federation are studied mainly only in the framework of higher education. In the case of general education, these problems are insufficiently represented in scientific research, as well as the number of empirical descriptions of practices of digital maturity assessment in general education schools is insignificant. In this regard, there is a need to analyze the approaches, methods and tools for comprehensive assessment of the digital maturity of organizational systems. The results of such work will serve as a source for designing profiles of digital maturity levels in the general education system. Recommendations: the assessment of the level of "digital maturity" should become a reference point not only and not so much for the transformation of the processes of functioning of the education system in the Russian Federation, but for the systemic renewal of the entire education sphere.