Abstract
The current system for training educational managers in Kazakhstan remains focused on technical and administrative skills, which is inadequate in the context of digital transformation and the age of artificial intelligence. There is a research gap regarding the integration of sustainable social development and new pedagogical models, socio-formation pedagogy, into the management education system. The purpose of this study is to develop a structural-functional model of education that will facilitate the development of professional competencies in future educational managers. The methodology employed includes analysis, modeling, and a quasi-experimental approach, incorporating quantitative analysis of changes in student competencies before and after completing the course. The sample consisted of 150 fourth-year students from three Kazakhstani universities specializing in educational management and related fields. Data were collected using a Likert-type questionnaire and analyzed using the Student's t-test and other statistical methods to assess the significance of the changes. The results demonstrated that students' skills significantly improved across all three categories following the implementation of the model. Digital competency increased by 3.2-4.5 points, which was attributed to the active use of digital tools (p < 0.001, t = 10.5). Strategic thinking also improved, albeit at a less significant level (3.1-4.3 points, p < 0.001, t = 9.8), which can be explained by the need for experience and additional learning time to acquire strategic planning skills. Intercultural competencies, essential for working in a globalized educational environment, grew by 3.0-4.2 points (p < 0.001, t = 11.0) due to international online meetings where students interacted with peers from other cultures. The proposed model addresses existing research gaps by integrating the concepts of sustainable social development and social design into management skills training. Its implementation contributes to the development of educational leaders capable of ethical leadership, critical thinking, and effective management of educational transformations.