Abstract
The results of studying the content of the concept of digital competence in pedagogical science are presented in the article. An analysis of the role of digital competence in ensuring the quality of education in the conditions of distance learning was carried out. An analysis of modern scientific approaches to determining the structure of competence was carried out. The requirements of the competence approach in education are taken into account in the process of determining the results of professional training of a specialist. An analysis of research on the definition of the content of digital competence in various fields of knowledge and specialties of professional training was carried out. An analysis of modern scientific works was carried out in order to identify common and different approaches in understanding the content of digital competence. The main components of digital competence in various scientific approaches to determining its content are analyzed. The content of digital competence is presented based on a combination of a set of theoretical knowledge and practical skills that ensure successful work with digital information processing tools. Based on the analysis of modern scientific approaches to the definition of the structure of professional competence, attention is focused on the need to distinguish a system of professional qualities. Professional qualities together with digital literacy and the ability to use digital technologies form the content of digital competence. Based on the analysis of the standard of higher education in the specialty "Professional Education", a list of requirements for the formation of the content of digital competence of students of the specialty "Professional Education" has been determined. The system of knowledge, skills and professional qualities, which collectively reveal the content of the digital competence of masters in the "Professional Education" specialty, has been concretized
Published Version
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