DIGITALIZATION OF LOGISTICS EDUCATION: THE USE OF CRM SYSTEMS IN THE TRAINING OF MANAGERS AND THE DEVELOPMENT OF HUMAN CAPITAL

Abstract

The article examines the theoretical and practical aspects of digitalization in education within the professional training of future managers, with a particular focus on the use of CRM systems in the academic discipline “Logistics.” The digitalization of education is considered a key direction for the modernization of educational processes, involving the integration of information and communication technologies, digital platforms, analytical tools, and specialized software systems to develop students’ professional and digital competencies. In the context of the digital economy, the training of managers should ensure the development of practical skills in working with information management systems, data analysis, customer relationship management, and managerial decision-making. CRM systems are viewed as an effective tool for modeling real business processes, automating management operations, and developing students’ practical competencies. The integration of CRM technologies into the educational process enables the combination of theoretical knowledge with practical tasks, contributing to the development of digital literacy, analytical thinking, and the ability to apply acquired knowledge in professional activities. The article proposes a pedagogical model for the use of CRM systems in manager training, consisting of five interconnected components: target, content, technological, procedural, and result-oriented. The model integrates educational objectives, learning content, digital tools, and teaching methods aimed at developing professional, digital, and analytical competencies. The pedagogical principles of model implementation are defined (digitalization, practice-oriented approach, competency-based approach, student engagement, and interdisciplinary integration), along with pedagogical conditions (digital infrastructure, teacher training, CRM integration into curricula, practical tasks) and effectiveness criteria (cognitive, practical, analytical, and professional-competence-based). The implementation of the model ensures the development of a range of competencies in students, allows for the assessment of their levels (low, medium, sufficient, high), and contributes to the development of human capital among future managers. The proposed approach enhances the practical orientation of training, brings the educational process closer to real professional conditions, and increases graduates’ competitiveness in the labor market. Prospects for further research include the development of methodological recommendations for the implementation of CRM technologies and the experimental evaluation of their effectiveness in the professional training of managers.