PEDAGOGICAL POTENTIAL OF BENCHMARKING IN THE CONDITIONS OF DIGITAL TRANSFORMATION OF EDUCATION

Abstract

Relevance of the Study. The article is devoted to highlighting the problem of pedagogical potential of benchmarking in the conditions of digital transformation of education. The relevance of the research is determined by the need to find effective mechanisms for ensuring the quality of education in the conditions of active implementation of digital technologies and the formation of the digital educational space of higher education institutions. It has been established that the digitalization of education contributes to the modernization of the content, forms and methods of education, the expansion of access to educational resources, the development of digital competences and the improvement of educational communication. The purpose of the article was to substantiate the pedagogical potential of benchmarking in the conditions of digital transformation of education, to reveal the peculiarities of the implementation of the benchmarking approach to increasing the efficiency and quality of the educational process. To achieve this goal, methods of analysis, synthesis, generalisation, and systematisation of scientific sources were employed. Research Methods. The study employed theoretical methods, including analysis, synthesis, generalisation, and systematisation of scholarly and regulatory sources on educational digitalisation, digital transformation, quality assurance, and benchmarking. Comparative analysis was used to examine international experience and to identify opportunities and barriers related to digital benchmarking in education. Results. Benchmarking was defined as a systematic process of searching for, analysing, comparing, and adapting effective educational practices. The analysis showed that digital platforms, cloud services, open educational resources, electronic databases, and professional networks expand opportunities to compare educational practices, disseminate innovation, support teachers' professional development, and improve educational content and organisation. The study also identified implementation barriers in Ukraine, including uneven digital infrastructure, limited resources, insufficient awareness of benchmarking methodology, and the absence of systematic mechanisms for sharing effective practices. Conclusions. Benchmarking has considerable pedagogical potential as a quality improvement tool in a digitally transformed educational environment. Its effective use requires critical adaptation rather than mechanical transfer of external practices. Further development should focus on methodological guidance, evaluation criteria, professional educational networks, international cooperation, and national mechanisms for disseminating effective educational practices