Agile Project Management in Higher Education: Designing LMS-Based Crisis Response Ecosystems

Abstract

Abstract. Purpose. The research aims to develop and scientifically substantiate an integrated model for the institutional resilience of Higher Education Institutions (HEIs) through the convergence of advanced digital infrastructures and adaptive management methodologies. The study focuses on transforming the role of Learning Management Systems from purely pedagogical tools into centralized hubs for crisis response and strategic administration during periods of extreme exogenous disruptions. Methods. The methodological framework of the study is based on a multi-stage approach. Initially, a bibliometric analysis was conducted using VOSviewer software to identify structural gaps in the integration of management methodologies within digital educational environments. Subsequently, the research employed systems modeling to design a convergent architecture that links educational platforms with resource planning systems. The final stage involved the adaptation of the Scrum and Kanban frameworks to the university's administrative vertical, complemented by mathematical modeling to quantify institutional stability using availability and recovery time indicators. Results. The study synthesized a comprehensive institutional resilience model that integrates cloud-native technologies with agile governance protocols. A significant outcome is the development of a functional synchronization algorithm between educational platforms and corporate management systems, which overcomes the "technological isolation" of digital assets. The research introduced the concept of "Crisis Agile Teams" capable of operating in short iterative cycles to ensure infrastructure continuity. Furthermore, the study established a mathematical dependence that proves how the transition to iterative management and cloud-based mirrors exponentially reduces the system's recovery time after destructive impacts. The inclusion of specialized monitoring modules within the ecosystem allows for real-time tracking of the academic community's psycho-emotional state, ensuring the preservation of human capital. Conclusions. The investigation confirms that the transition to a decentralized, iterative management model is a prerequisite for the sustainability of modern higher education. The proposed ecosystem provides a transition from static administration to dynamic response, aligning university operations with global digital transformation standards. The findings demonstrate that the synergy of technical reliability and managerial flexibility creates a "digital fortress" capable of protecting intellectual assets. This approach is strategically vital for the post-war recovery of the national education system and its integration into the European Higher Education Area. Future research directions are identified in the field of automating risk prediction through artificial intelligence algorithms within the developed resilient framework.