CRITERIA AND INDICATORS FOR ASSESSING THE MODEL OF CONTINUOUS DIGITAL TRAINING FOR EMPLOYEES OF INDUSTRIAL ENTERPRISES

Abstract

Background. In this article, the authors examine the problem of defining criteria and indicators for evaluating a model of continuous digital education for employees of industrial enterprises, which is highly relevant in the context of the current stage of economic and technological development. Materials and methods. The methodological basis is a comparative analysis of research by experts in economics, corporate education, and digital technologies. The study utilizes methods for systematizing conceptual knowledge to develop an understanding of the advantages and limitations of digital education, as well as an analysis of the impact of new technologies on changes in the internal structure of business operations within the context of sustainable operation. Results. The study resulted in a systematic system of criteria and indicators that enable the assessment of not only formal completion rates of training programs but also the quality of the educational experience, its impact on the speed of competency development, and the final economic results. Recommendations have been developed for business leaders focusing on the transition from managing the learning process to managing the educational experience. Conclusions. In a context of geoeconomic instability, an industrial enterprise's ability to quickly adapt its employees' skills to changing technological chains and market conditions is becoming a critical competitive advantage, making an effective and measurable continuous learning model not just a development tool, but an element of strategic sustainability.