STRATEGIC PLANNING MODELS FOR THE DEVELOPMENT OF TECHNOLOGY TEACHING IN HIGHER EDUCATION INSTITUTIONS

Abstract

The rapid development of information and communication technologies has significantly influenced the structure and content of modern education systems. In this context, the preparation of qualified technology teachers has become one of the essential priorities for higher education institutions. The effectiveness of technology teaching largely depends on the implementation of well-designed strategic planning processes that support innovation, curriculum development, and the professional growth of educators. Strategic planning allows universities to identify long-term objectives, allocate resources effectively, and respond to the rapidly changing technological environment in education.

This article examines strategic planning models for the development of technology teaching in higher education institutions. The primary aim of the study is to identify effective strategic planning approaches that contribute to improving the professional competencies of technology educators and enhancing the overall quality of teaching. The research analyzes both classical and contemporary strategic planning models, including the classical rational planning model, the adaptive process model, the Balanced Scorecard (BSC), and SWOT-based planning approaches. Particular attention is given to the ways these models can be applied to technology teacher education programs.