CONCEPTUAL OPTIONS OF THE METHODOLOGICAL APPROACH TO DIGITAL TRANSFORMATION OF EDUCATIONAL ACHIEVEMENTS

The article aims to substantiate the conceptual and methodological options for digital transformation of educational achievements, focusing on how ICT tools and mathematical modeling contribute to sustainable human capital development and competitiveness. Particular emphasis is placed on aligning educational assessment practices with the requirements of the digital economy and the Sustainable Development Goals (SDGs). The study employs a combination of systemic and comparative analysis, statistical modeling (geometric mean, Harrington scale, Monte Carlo method), and pedagogical measurement techniques. These approaches allow the authors to evaluate the limitations of traditional assessment systems, demonstrate the advantages of digital assessment models, and classify their contribution to sustainable educational outcomes. Unlike studies that address digital education primarily through technological adoption, this research highlights the methodological dimension of assessment as a decisive factor in shaping competitive, future-ready human capital. By integrating ICT with advanced mathematical modeling, the paper bridges educational measurement, competitive intelligence, and sustainable development. The digital transformation of assessment systems enhances both the accuracy and reliability of competency evaluation, thereby supporting the formation of 21st-century skills. Beyond measuring academic success, digital assessment becomes a driver of innovation, competitiveness, and sustainability by ensuring the adaptability of human capital to continuously changing labor market demands. The article contributes to the theory of sustainable competitive intelligence in education by refining assessment models, expanding methodological tools for evaluating competencies, and demonstrating how digital intelligence can strengthen educational systems as strategic resources for sustainable development.