MULTI-COMPONENT STRUCTURE AND INDICATOR-BASED DIAGNOSTIC MODEL OF INFORMATION SECURITY COMPETENCE IN STUDENTS

The article investigates the operationalization of students’ information security competence for pedagogical diagnostics. Domestic scientific sources, DigComp 2.2, the NICE Framework, and human-centric security assessment approaches were comparatively analyzed based on criterion-based content analysis, competency decomposition, and qualimetric modeling. As a result, a framework consisting of cognitive, risk-analytical, operational-technological, value-ethical, and reflexive-behavioral components, along with five criteria, twenty indicators, and four development levels, was developed. The diagnostic model integrates knowledge tests with situational tasks, digital work products, observation, and reflective evidence. The proposed approach makes it possible to evaluate competence not merely through theoretical awareness, but at the level of threat identification, execution of security controls, responsible decision-making, and transfer to novel situations.