The transition to a knowledge economy, the digital transformation of society, and Ukraine's integration into the European educational and research area place fundamentally new demands on the management of educational institutions. STEM education (Science, Technology, Engineering, Mathematics) has become one of the key instruments of scientific and technological development and national competitiveness, and its implementation requires not only well-prepared teachers but also competent administrators – education managers capable of strategically planning, organising, and facilitating the integration of STEM practices into the educational process. Under martial law, this need becomes even more acute: educational institutions operate under security risks, remote conditions, and limited resources, requiring managers to demonstrate flexibility, digital competence, and the capacity to make well-grounded managerial decisions. The current state of the problem reveals a growing scholarly interest among Ukrainian researchers in various aspects of STEM education and the training of managerial personnel. At the same time, the majority of academic works focus either on preparing teachers for STEM implementation or on the general principles of educational management, while the problem of developing the readiness of future education managers specifically for the application of integrated STEM practices remains understudied. The research gap manifests in three dimensions: first, there is a lack of comprehensive conceptualisation of the notion of "education manager's readiness for the application of integrated STEM practices"; second, innovative technologies for such training, accounting for the managerial specificity, have not been systematised; third, the particularities of training under martial law remain outside scholarly attention. The research problem lies in the contradiction between the objective need of the education system for managers capable of strategically implementing integrated STEM practices and the insufficient development of the theoretical and methodological foundations for cultivating such readiness in the course of professional training. The analysis of scholarly sources and regulatory documents indicates that researchers are unanimous in acknowledging STEM education as a significant vector for the modernisation of the education system as a whole. At the same time, the issue of purposeful preparation of education managers for the application of integrated STEM practices in professional activity remains insufficiently elaborated, which determines the relevance of the proposed study. The purpose of the article is to provide a theoretical substantiation of the content and structure of future education managers' readiness for the application of integrated STEM practices in professional activity, to clarify the key concepts of the study, and to characterise the innovative technologies of such training under conditions of martial law. The significance of the study lies in expanding the theoretical understanding of the preparation of educational management personnel for innovative activity and in developing a foundation for updating the curricula of education management programmes. The practical value is determined by the possibility of applying the findings in the design of academic courses, professional development programmes, and assessment systems for the relevant readiness. Elucidating the essence of the readiness under investigation requires clarification of the foundational concepts as interpreted by Ukrainian educational scholars. The synthesis of approaches adopted by Ukrainian scholars made it possible to identify four interrelated components in the structure of the future education manager's readiness for the application of integrated STEM practices. The motivational-value component reflects the manager's awareness of the significance of STEM education, the aspiration to introduce innovations, and a value-based attitude towards institutional development. The cognitive component encompasses a system of knowledge concerning the essence of the STEM approach, integrated practices, the regulatory framework, and innovation management technologies. The activity-managerial component is manifested in the capacity to plan, organise, coordinate, and provide resource support for the implementation of STEM practices, as well as to motivate the teaching staff. The reflective component ensures self-assessment, analysis of the outcomes of managerial decisions, and the manager's continuous professional self-development. The analysis conducted has led to the following conclusions. The readiness of future education managers for the application of integrated STEM practices is an integrative personal quality that combines motivational-value, cognitive, activity-managerial, and reflective components, and ensures the capacity to implement STEM practices in an educational institution both strategically and operationally. Drawing on the contributions of Ukrainian educational scholars, the content of the foundational concepts of the study has been clarified: "formation", "readiness", "future education managers", "professional activity of an education manager", "technology", "pedagogical technology", "innovative technologies", "STEM education", "integrated STEM practices", and "application of artificial intelligence technologies in education". The innovative technologies of training under martial law have been characterised and grouped as follows: digital and cloud-based management technologies, project-based and case-study learning technologies, simulation and game-based technologies, artificial intelligence technologies, and blended and distance learning technologies. It has been substantiated that the holistic formation of readiness is achievable only through their systemic and mutually complementary integration. The prospects for further scholarly inquiry are seen in the development and experimental validation of a structural-functional model for forming the readiness of future education managers for the application of integrated STEM practices, in the substantiation of its criteria, indicators, and levels of formation, as well as in exploring the potential of artificial intelligence technologies in the management of STEM innovations in the context of Ukraine's post-war recovery.