Abstract
The article analyzes such concepts as «digital competence» and «digital consumption». The conditions that become decisive factors for the comprehensive development of digital competence are also analyzed. Issues related to students' digital competencies and the organization of education in a post-industrial society are discussed. The role of digital education in the processes of a country's economic transformation and the formation of a single digital space is considered. The goals and objectives of educational process participants under reforming education are determined. The article reveals the importance of digital technologies for the organization of joint activities of an educator and students. The possibilities of using modem educational tools to increase a teacher’s level of digital competence are characterized.In the current conditions a teacher is obliged to constantly develop and improve informational and communicational competence by the introduction of digital tools of educational activities; to promote the acquisition of students' skills of critical perception of information, to learn to identify inaccurate information, to distinguish facts from judgments, to protect himself from information pressure dangers, to use media opportunities, to carry out systematic work on media literacy.
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