Abstract:

This article presents a comprehensive theoretical and methodological analysis of the phenomenon of humanistic competence among managers of higher education institutions in the context of contemporary social transformations. It has been determined that the relevance of this study stems from the need to transition from technocratic management models to a humancentered paradigm, which aligns with the strategic goals of sustainable development and European educational standards.

This study examines the transformation of various aspects of managerial activity in the context of integrating five fundamental approaches: the axiological approach, which shapes a leader’s value hierarchy; the cognitive approach, which ensures the application of humanities knowledge; the sociocultural approach, aimed at ethicalizing the educational space; the anthropological-digital approach, which guarantees the preservation of human agency in the context of algorithmization; and the praxeological approach, which is implemented through mediation and facilitation tools. 

Based on an analysis of European guidelines (in particular LifeComp and UNESCO’s guidelines on AI), the humanistic competence of an education manager is examined as an integrated professional characteristic that reflects the ability to exercise effective leadership grounded in ethical values, emotional intelligence, and a deep respect for the dignity of all participants in the educational process. The author focuses on the structure of this competency, which, in the context of digital transformation, is taking on new substantive characteristics, particularly the ability to interpret data ethically and prevent «ethical outsourcing» when making complex managerial decisions.

Separate scholarly attention is devoted to the analysis of managerial risks accompanying the implementation of the humanistic competency. It has been demonstrated that «excessive humanization» and unrestricted liberalization of relationships within the academic community can lead to the blurring of professional boundaries, a weakening of work discipline, and a decline in the overall effectiveness of the institution’s management. The necessity of maintaining a critical balance between empathetic leadership and systematic rigor, based on clear regulations and the university’s corporate culture, is substantiated. It is concluded that the development of humanistic competence is a key factor in ensuring «human flourishing» in higher education, allowing for the harmonization of technological progress with the fundamental needs of the individual.

Keywords: humanistic competence, higher education manager, human-centered approach, higher education institution, digital transformation, risks.

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