In the context of large-scale digital transformation, management paradigms are converging across traditionally heterogeneous sectors—information technology (IT) and education. The aim of the study is a comparative analysis of project methodologies, key competencies of managers, and risk profiles in these domains, with the identification of patterns of their divergence and convergence. The methodological basis includes a systematic review of scholarly publications, comparative analysis, and a case study grounded in empirical data on the activities of project managers in both sectors. The results demonstrate that, despite fundamental differences in project objectives and stakeholder configurations, both industries are shifting toward a hybrid management continuum: the IT sector augments the flexibility of Agile approaches with elements of formalized control, whereas education integrates Agile principles to enhance the adaptability of traditional processes, including curriculum development. It is established that competency and risk profiles remain context dependent, requiring managers to apply different proportions of technical, behavioral, and strategic skills. The study concludes in favor of the hypothesis of methodological convergence, driven by common external factors. The material is addressed to the academic community, project leaders, and administrators of educational organizations focused on optimizing the management of complex initiatives in a digital environment.

project management, Waterfall, Agile, Scrum, information technology, education, curriculum development, project manager competencies

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