Formation Of Digital Competence Research Articles

Directions of Development of Educational Organizations in Conditions of Digital Transformation of Science Field and Higher Education

In modern conditions of digital transformation, the problem of the development of educational organizations becomes relevant. The trend determined by state policy for the science field and higher education, aimed at creating a training system that ensures the formation of digital competencies of citizens and personalization of education, determines the strategic directions for the development of educational organizations. The purpose of the research was to consider the most important areas of development of educational organizations, one of which is the development of digital services. Further use of digital services will increase the efficiency and speed of acquiring digital competencies not only by students, but also by scientists, academics, administrators and managers of an educational institution. The analysis identified conditions required for the transition to the management of educational organizations based on data. The study showed that in the long term educational institutions will be able to move to management according to the model of a digital university and further — a digital twin of the university. Thus, predictive and prescriptive analytics should become the basis for effective management decisions that will increase the competitiveness of educational organizations in the educational services market and create conditions for the development of the country's economy.

Digital Competence of Librarians as a Factor of Library Activity in the Context of Digital Transformation

The aim of the research is to prove the role of digital competence as a factor of library activity in the context of digital transformation and the need to ensure the development of digital competence in the improvement of the content of educational programmes. The research methodology is based on general scientific principles of unity of theory and practice, consistency, complexity, and comprehensiveness of knowledge. The study applies system and content analysis methods, descriptive methods, methods of comparison and generalisation on topical issues of improving the training of library specialists and studying the level of digital competence. The scientific novelty of the study aims to identify new functions and activities of library professionals emerging in response to the challenges of digital transformation. The increasing importance of the virtual library space and the transformation of libraries into digital hubs lead to the emergence of new “digital” professions focused on supporting digital transformation processes, web content management and web communities that require a high level of digital competence. There are approaches to analyse the content of educational programmes using the digital competence framework for DigCompUA citizens and the national digital literacy test of digital programmes in the article, which will improve the content of educational programmes and further develop a specialised digital competence framework for librarians. Conclusions. In the context of digital transformation, significant changes are taking place in the activities of libraries, traditional functions are being enriched, and new ones are emerging, initiatives are being introduced to turn libraries into digital hubs, and the list of ways to interact with users is expanding. Strengthening the role of virtual space as a component of libraries implies the availability of both technical and human resources. One of the challenges for formal library education is the formation of digital competence, which should be considered in educational and advanced training programmes. The author has outlined the possible roles of librarians who require digital competence to perform certain tasks using the example of new types of professional activity. There is an analogy with the research on the digital skills of librarians in the European Union countries. The author has noted the need to study the level of digital competence of library specialists in Ukraine to assess the current state and further modernise the content of training programmes. To diagnose and determine the directions of development, it is proposed to use the digital competence framework for Ukrainian citizens based on European standards of digital literacy and digital literacy testing. It is advisable to develop a specialised framework for librarians.

Formation of digital competencies among students of economic specialties

The rapid advancement of digital technology is altering the skillsets required of specialists. In today’s world, a competitive analyst working in the field of economics must possess not only professional skills, but also digital competence, which encompasses not only digital skills, but also a body of knowledge and perspectives on the nature and role of information technologies and opportunities, as well as relevant legal and ethical principles. The article examines modern theoretical foundations and approaches to the development of digital literacy in lifelong learning processes: specifically, one of the tools for determining the level of formation of digital competence using the Tsifrogram test (which is based on the conceptual model of digital competence of citizens DigComp - The Digital Competence Framework for Citizens) is described and analyzed in depth. The study was conducted using competence-based, personality-activity, and communication techniques. The economic analyst training program featured active and interactive teaching methods and practices. The findings of a study on the level of digital competence formation among university students of economic specializations are provided. The most important suggestions for improving students’ digital competence are studied, selected, and highlighted. It is proposed to build a roadmap for boosting students’ digital competency during their university studies in the future.

Оценка цифровых компетенций студентов университета: кейс Уральского федерального университета им. Первого президента России Б.Н. Ельцина

In the digital age, digital competence is becoming a factor of professionalism, and its formation is an urgent task of the education system at all levels. The purpose of the article is to present and discuss the results of a study conducted at one of the federal universities of Russia among students - future professionals, regarding the relevance and level of development of digital competence. Using the author's tools, it was revealed that, despite the critical importance of digital competence for future professional activity, the real level of digital competence proficiency is a quarter lower than desired; despite sufficient awareness of digital competencies, the level of their proficiency remains user, not professional; digital competence is a byproduct of online learning formats. All these patterns indicate the absence of a special, systemically organized process of digital competence formation embedded in the educational environment of the university, which makes it necessary to develop and implement a new strategy for achieving digital competence of graduates in order to solve the complex task of integrating professional competence, on the one hand, and digital competence, on the other.

ФОРМУВАННЯ ІНФОРМАЦІЙНО-ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МОЛОДШОГО ШКОЛЯРА У КОНТЕКСТІ ЙОГО КІБЕРСОЦІАЛІЗАЦІЇ

The paper substantiates and meaningfully develops information and digital competence of primary school pupils in the context of their cyber socialization. The most significant features of cyber socialization are highlighted: opportunities to communicate in the Internet environment in real time; restructuring of the leisure and information sphere, changes in characteristics of the educational process in the process of cyber socialization. Human activity in the virtual socializing environment of cyberspace is not limited to the position of a viewer, reader or listener, the pupils can organize and be engaged in action, they can influence what is happening; using modern information and communication technologies which leads to the development and transformation of human activities at almost any age due to the emergence of new skills, operations, procedures and methods of performing actions, new target and motivational-semantic structures in a virtual socializing environment. It is determined that social pedagogy, the subject of which is socialization and social education, fits into the concept of cyberpedagogics, digital pedagogy, since it is also aimed at developing the skills of interaction and communication, education and training in cyberspace, the development of socio-pedagogical technologies of cyber socialization, the implementation of optimal, depending on the age of the child, socio-pedagogical support and socio-pedagogical support for this process, timely adequate assistance to the child in the process of their cyber socialization. It is shown that the success of the process of a child’s cyber socialization is largely determined by the necessary level of information and digital competence formation, adequate for the age, on the one hand, and the digital information technologies, on the other. Based on the analysis, it is established that the younger pupils manifest themselves differently in each of these spheres of life. At the same time, the content of their digital competence is influenced by their age, social environment, educational environment, family, material and technical capabilities, and conditions. It should be especially taken into account that the process of active introduction of information and computer technologies in all spheres of life is accompanied by uneven access to digital technologies due to the differentiation of territories and uneven development in different social and age groups. The theoretical analysis of scientific concepts that are caused by the process of pupils cyber socialization, allowed to formulate the initial concept of research, where the information and digital competence of a primary school pupil is understood as the ability acquired by the student at the basic level to constructive and responsible social interaction and communication with adults and peers, to personal development based on the acquisition and updating of knowledge, skills and abilities of information and digital technologies, to high behavioural motivation and network ethics in the school digital environment.

ПІДВИЩЕННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ПЕДАГОГА ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

The article analyzes the impact of information and communication technologies of education on the transformation of digital competence of teachers. The necessity of formation of digital competence of teachers at conditions of wide introduction of information and communication technologies in educational process is proved. The place and role of application of information and communication technologies in the organization of educational process, and also use of computers, multimedia and information technologies which influence improvement of motivation and individualization of training are analyzed. Among them are the growth of such processes as attention, memory, thinking, imagination, speech, developed sense of composition. Thus, the use of computers, interactive equipment will affect the growth of knowledge and skills of students, which will lead to the development of intellectual and motivational nature. This in turn will change the procedure for providing educational services, make classes more visual and interesting. The teacher will act as a creative leader, will guide the transition of students from static to dynamic knowledge. That is, the structure of classes with the use of information and communication technologies will change the very essence of the educational process, turn it into communication, where the roles of teacher and educator are balanced. The analysis of digital competence of teachers acquires special relevance in the article. A survey was conducted in which 122 teachers of secondary and higher education institutions of Ukraine took part. The research methodology was based on the European Digital Competence Framework for Educators (DigCompEdu). As a result, the level of their competence in working with digital technologies is analyzed. Today, the teaching profession is facing rapidly changing demands. This requires educators to develop digital competence. It is not enough for a teacher to have only basic skills in the field of information technology. In our opinion, digital competence is an important component of the professional competence of a modern teacher.

Концепция и вариативные модели формирования цифровой компетентности учителя информатики

The study aims to develop variable models of digital competence formation in a computer science teacher. The paper describes the features of teacher training in the conditions of education digitalisation; defines the structure of digital competence of a computer science teacher by a system of general-use, general-pedagogical and subject-pedagogical digital competencies; identifies variants for digital competence formation in a computer science teacher in a digital educational environment. Scientific novelty lies in developing a concept of digital competence formation in a computer science teacher and specifying the said concept in the form of appropriate variable models. The main results of the study are represented by the following variable models of digital competence formation in a computer science teacher: during traditional professional teacher training at the level of undergraduate and graduate education; in the system of additional professional education, in-house training; through self-education, professional and personal self-development of a teacher.

DEVELOPMENT OF YOUTH'S CREATIVE ABILITIES SCHOOLCHILDREN BY BYOD TECHNOLOGY

Modernization of the modern primary education system of Ukraine is aimed at developing creative abilities of primary school students. Development of the creative abilities is one of the components of soft skills of an individual, they affect the successful establishment in society. A creative person is able to generate new ideas, think original, make non-standard decisions, confidently achieve their goals. Creativity is an integrative multicomponent quality that covers various areas of students’ activity. Due to the digitalization of the educational process, information and communication technologies are being rapidly implemented in primary school. Accordingly, the authors of the article analyzed the features of the use of innovative technology BYOD ("bring your own device") for the development of creative abilities of students, identified its positive aspects, outlined ways to use it by teachers. The purpose of the article is to reveal the educational potential of BYOD technology for the development of creative abilities of junior schoolchildren. An experimental study was conducted, the respondents of which were students of primary school in Vinnytsia region and determined the leading level of development of their creative abilities. The results of lessons observation in primary school on the use of innovative technologies for the formation of creative abilities of primary school students are analyzed. The results of the survey of primary school teachers on the use of innovative BYOD technology in the educational process are presented. It is proved that the use of smartphones in primary school lessons promotes the development of creative abilities of primary school children and their imagination, and change of the educational vector of primary school from reproductive learning to creative understanding of information and competent growth (formation of digital competence and organization of students’ independent research).

Formation of the subject digital competence of future foreign language teacher

Problem and purpose. The relevance of the research problem is due to the need to make adjustments to the content of the professional training of foreign language teacher. The purpose of the study is to test practical tasks for the formation of subject digital competence as an important component of the digital competence of a teacher of foreign languages. Materials and methods. The study involved 112 third-year students of the training specialty 44.03.05 “Pedagogical education” of the training profile “Foreign language (English, German)” of the Mordovian State Pedagogical Institute named after M.E. Evseviev (Russian Federation). Methods of mathematical statistics: Fisher’s angular transformations. Results. As part of the study, special tasks aimed at developing foreign language skills and speech skills based on digital resources that contribute to the formation of subject digital competence of the future teacher of foreign languages were developed. The developed tasks were introduced in the course of experimental training in practical classes in a foreign language in full-time and distance formats, as well as during the training practice. Statistical analysis of the results obtained after the experiment showed the reliability of differences in the level of formation of the subject digital competence of students in the reference and experimental groups (φemp = 2,13; p < 0,05), which indicates the effectiveness of the developed practical tasks using digital technologies and implemented organizational and pedagogical conditions in the process of professional training of the future teacher of foreign languages. Conclusion. The organization and integration of purposeful work of students with digital technologies into the educational process, taking into account the conditions identified in the study (comprehensive study and analysis of digital technologies; the use of didactic capabilities of digital technologies in the system of foreign language education; the use of digital tools along with traditional means of teaching a foreign language) contributes to raising the level the formation of the digital competence of the future teacher of foreign languages in general, and subject digital competence, in particular.

FORMATION OF DIGITAL COMPETENCE OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS

The rapid development of society in recent years has forced higher education institutions to change the requirements for the training of future teachers. Digital technologies continue to be a challenge to the education system and are key to training future teachers in higher education.One of the main components of the professional competence of future teachers is digital competence. The formation and evolution of this type of competence relate to the tasks of each discipline studied in the curriculum of higher education institutions. The article identifies the main factors in the formation of digital competence of future teachers. Different approaches to the definition of digital competence of future professionals, the terminology used in the modern scientific literature to define the concept of digital competence are identified. One of the tasks of higher education is to achieve the level of awareness, the formation of a digital environment of information activity space, which ensures the implementation of educational programs, education of information culture and literacy in future teachers. The integration and globalization of social, economic and cultural processes taking place in the world, the prospects for the development of the Ukrainian state for the next two decades require a deep renewal of the education system and determine the advanced nature. Digital competence, which provides the formation of professional competence, is one of the main components of the model of a graduate of a pedagogical university.
 Keywords: digital competence; digital literacy; future teachers; information; information culture; information educational online environment; professional growth; applicants for higher education.

THE APPLICATION OF THE MINDMAPPING TO SOLVING PROBLEMS OF MATHEMATICAL ANALYSIS

The accelerated process of innovation is one of the decisive factors, without which it is impossible to maintain leadership in today's world. The development of technology is actively influencing education, changing the pace of learning. At present, acquiring a knowledge system in an educational institution is no longer a key priority. It is much more valuable to develop students' analytical and modern digital skills, the ability to effectively apply the acquired knowledge in practice. The article is devoted to the problem of using mental maps in the educational process as one of the effective innovative pedagogical technologies for visualizing the process of thinking and an alternative technique for recording information. The features of the use of mental maps as a means of visualizing the level of understanding and application of theoretical material in the process of solving problems in the course “Mathematical Analysis” by future teachers of mathematics, physics and computer science in institutions of higher pedagogical education are described. It is concluded that it is advisable to make mental maps when performing practical tasks on the topics “Graphing a function”, “Finding boundaries”, “Investigation of a function and plotting its graph”, “Finding the largest and smallest values of a function of one and several variables”, “Geometric Applications of the Integral”, etc. It has been established that this technique should not be used in algorithms designed for several steps. It is proved that in combination with digital services designed to create maps, this technology allows you to optimize the process of solving problems, visualize the process of thinking, positively influence the formation of digital competence in future teachers in the context of digitalization of education and is an effective means of increasing the efficiency of the educational process since it helps to restore skills focusing attention and contributes to the structuring of theoretical material.
 Keywords: education; teacher training; thinking process; mental map; visualization; mathematical analysis; limit; graph; innovation.

USING THE GO-LAB PLATFORM TO ORGANIZE INQUIRY-BASED PHYSICS LEARNING

The article reveals the essence and analyzes the features of the use of inquiry-based technology in the training of future teachers of natural sciences. The comparative characteristics of traditional technology and inquiry-based technology are given. The possibilities of the Go-Lab ecosystem for the formation of research thinking of future teachers of natural sciences are analyzed. The methodology, structure and content of all stages of inquiry-based learning based on the Go-Lab platform are presented. The component of the Go-Lab ecosystem is the Graasp environment for the creation and use of Inquiry Learning Spaces (ILS). This student-centered model also allows students to move at their own pace of learning and feel successful. The implementation of the proposed approach is demonstrated by the example of the development of Inquiry Learning Spaces in general physics “Movement of a body thrown at an angle to the horizon”. This ILS will help students to determine the dependence of flight range/altitude/flight time on the initial parameters (throwing angle/initial speed), etc. A model of the Go-Lab research cycle with five main stages is described. The possibilities of organizing collaboration for teachers and students with the help of digital services and applications Go-Lab are presented. Students’ collaboration is carried out through communication to exchange ideas, share responsibility for the result, joint research and reporting, and facilitate their preparation for professional selection and professional team’s work. In this way, Go-Lab enables inquiry-based learning that promotes the acquisition of deep conceptual domain knowledge and inquiry skills. Prospects for further research are associated with the formation of digital competence of future teachers of natural sciences, in particular with the development of research spaces (ILS) in the Graasp environment. This task can be realized during the students' educational (subject) practice on the basis of the university.
 Keywords: inquiry-based learning; innovative learning technologies; Go-Lab; Graasp; Inquiry Learning Space (ILS); general physics; competencies; science teacher.

Problems and Prospects of Formation of Digital Competence of Future Scientific and Pedagogical Workers of Higher Education Institutions Through Gamification: Opportunities Kahoot, Quizlet in the European Union

This article discussed the trends and features of the formation of digital competence of future teachers through virtual games such as Kahoot and Quizlet. The purpose of this article was to identify modern features of the use of virtual games in the educational process of future teachers in European Union. To achieved this goal, an analytical study was conducted on the use of Kahoot and Quizlet in education. A logical, historical, and comparative legal method was used to research prospects of formation of digital competence of future scientific and pedagogical workers of higher education institutions through gamification. Using a comparative legal method, a comparative analysis of the level of use of gamification tools. As a result, conclusions were made about a significant increase in the level of use of gamification tools in various types of educational activities of future research and teaching staff. It was determined that there are negative and positive effects of gamification. It is concluded that the use of gamification tools in various types of educational activities requires students to develop additional skills that are necessary in today's world. Active use of Kahoot, Quizlet in education helps to improve students' adaptive and social skills, quickly analyze their achievements and easily convey new information. Moreover, this format contains features before the usual learning format. Therefore, the problem of developing appropriate methods and skills of gamification in education was becoming urgent. As a result, it was determined that the topic of effective use of gamification tools in education is becoming increasingly important.

Digital competence of higher education applicants: new opportunities and challenges for future education

As a result of the spread of the Covid-19 pandemic and the introduction of distance learning, the issue of digital competence, which both modern educators and students should possess, has become especially relevant. Digital competence is important in the education system, because having it, students can adequately respond to modern global challenges and transformations. The study aims to analyze the state of digital competence of higher education applicants through the prism of modern challenges and opportunities. The work is based on the use of general theoretical and empirical research methods. Analysis, synthesis, abstraction, and concretization were important among theoretical methods. Based on the predictive method of research the main ways of digital competence formation and specifics of future use were characterized. At the same time, to determine the level of digital competence, a questionnaire and survey of students based on digital literacy diagnostic techniques were conducted. The results considered the problem of theoretical justification of the digital competence phenomenon, offered their own understanding of this term, determined the structure of formation of basic competencies in higher education applicants, based on the use of modern techniques, characterized the state of digital literacy of students. The results also indicate that mostly the respondents of the experiment had an average level of digital competence. Despite this, many respondents were not fully acquainted with the manipulative possibilities of information resources. The practical value of the work lies in the development of practical recommendations that can be applied in further work to improve the level of mastery of digital competence.

Digital competencies of a teacher

The article lists the main events and trends of recent years, which clearly identified the need for the introduction and widespread use of distance and digital learning technologies in education. The main digital competencies for which teachers were certified are presented. The results of the assessment of the formation of digital competencies of teaching staff in the Novosibirsk region and Russia are presented. Eight types of participants in the automated assessment program on a special educational platform are considered, depending on the level of proficiency in modern digital competencies. It is concluded that a teacher has to possess various tools of digital and distance technologies.

Analysis of digital literacy of teachers on the use of distance learning technologies

The work is based on the requirements to a teacher of higher education, according to the model of digital competence of educators, on the essence of the components for the formation of three blocks of digital competencies. To assess the degree of formation of digital competencies among teachers, a survey among 19 teachers of the Institute of Optics and Information Security Technologies was conducted. Taking into account the development of teaching activities, a high degree of development of digital pedagogical technologies was established.

Accountant competence building in the digital economy environment

Subject. This article discusses the formation of the content of professional competencies of accountants and the main aspects of the transformation of the accounting profession in the conditions of Industry 4.0, namely educational, methodological, and technological. Objectives. The article aims to assess the possibilities of forming professional competencies of students in educational programmes of higher education of accounting and analytical orientation, taking into account the trends in the digital development of the country's economy. The article also aims to substantiate the need to adapt educational programmes of an accounting orientation to the requirements of the digital economy. Methods. For the study, I used the methods of information gathering, analysis and synthesis, and modeling in practice. Results. Based on a review of modern research in the field of training accountants in higher educational institutions of Russia and English-speaking countries, taking into account the trends in the digital development of society, the article identifies the risks and advantages of the accounting profession prospects in the context of the mass adoption of information technologies in the country's economy. The article also defines the directions of transformation of the accounting profession in Industry 4.0 and the possibility of orienting the content of professional tasks to the formation of digital competencies. Conclusions and Relevance. It is necessary to adapt the educational programmes for the training of accountants in higher education institutions to the requirements of the digital economy in order to bring their content closer to the interests of employers. Employers will be able to get graduates who have both profession competencies and a complex of digital knowledge, skills and abilities. The results of the study can be used to develop an approach to integrating the necessary digital knowledge, skills and abilities into the content of the tasks of professional activity, work programmes of disciplines, etc.

Digital Competences of Teachers in the Higher Education Academic Development System: Experience of the Empirical Research

The article analyzes the problem of higher education teachers’ digital competence formation in relation to the university academic development. In the system of academic development, a higher education teacher becomes an active subject and an object of influence of the university structures.The notion of “academic capital” – a system of professional competencies of a teacher, in whose structure digital competencies acquire special importance, is introduced to assess the effectiveness of academic development.It is assumed that depending on the attitudes towards the development and integration of digital competencies into professional practices, teachers are divided into different categories according to their role in the academic development.In order to test the hypothesis, focus group research was carried out with teachers of the humanities, social and natural sciences from universities in different regions of Russia with at least three years of professional experience. A total of five focus groups of seven teachers in each were conducted.In the context of academic development, digital educational practices were analyzed, and three types of agents were identified – innovators and promoters, who contribute to the academic development of the higher education institutions, and routiners, who slow down the introduction of digital technologies. It is concluded that a possible barrier to the innovative activities for teachers is an ambiguous attitude towards the process of digitalization of the education sector.

Social Networks as a Phenomenon of Virtual Learning in the Information Society

The paper presents in a brief form the main strategies for the development of education in the information society, gives a reflexive review of literature and practice to assess the impact of information and communication technologies on the education system. An analysis of the normative legal acts governing this still very young sphere of education demonstrates active institutional participation in integrating new technologies into all spheres of society. The paper describes the conceptual and methodological foundations of the culture of the information society, proposed for the interpretation and comprehensive assessment of learning processes, particularly the formation of digital competencies through the technology of social networks. The author noted that the sustainable development of modern society is impossible without the active involvement of the educational resource of social networks. At the same time, the humanistic significance of the information society is noted, its democratic potential in the process of socialization of the personality of each person and citizen is noted. The author concluded that, despite all the problems and difficulties, further work is needed in this important and promising direction in the context of a dynamically developing information society.

THE ROLE OF DISTANCE EDUCATION IN FORMING THE DIGITAL COMPETENCE OF TEACHERS IN THE CONDITIONS OF THE DIGITALIZATION OF THE ECONOMY

The rapid growth of various types of digital information spreading through the World Wide Web has led to a growing interest in the formation of digital competence. The article is about a systematic review of literary sources and an analysis of existing processes and methods of digital competence formation among teachers in higher education institutions with the aim of better understanding the process of digital competence formation. The review has three goals: 1) to describe the characteristics of the processes and methods of evaluating digital competence in a higher education institution; 2) consider current concepts in the formation of digital competence based on the research of both domestic and foreign researchers; 3) to determine the problems and prospects for the development of the formation of digital competence. The importance of the problem of forming the digital competence of education workers is substantiated. In the period of the accelerating technological development of the digital society and the widespread adoption of digital technologies, the creation of a digital educational environment should resolve the contradiction between the demand for teachers with developed digital competence and their insufficient training in the aspect of the digital component for the successful application of digital technologies in professional pedagogical activities. The formation of digital competence is possible in the process of implementing educational programs in institutions of higher education, as well as professional development and professional training programs. The role of digital literacy is described, which should be laid down during education, starting from early childhood. In this situation, educational organizations are objectively one of the key agents of the digital transformation of the economy, as they ensure the formation of digital competencies of the younger generation. In connection with this, there was a need to address at least two key issues in the education system: to what extent educational workers themselves should form digital competences in their professional activities. With the introduction of digital technologies, the daily life of a person and industrial relations are changing, the economy and education are being transformed. Digital technologies are not only a tool, but also the living environment of a modern person, which opens up new opportunities: learning at any convenient time, continuous education, the opportunity to form individual educational routes, from users of electronic resources to become creators. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities to work in the digital educational space. Under these conditions, the system of pedagogical education should ensure the training of a graduate who has a high level of formed digital professional competence. The basis of the article is the analysis of research by Ukrainian and foreign scientists. A theoretical model of the structure of the teacher’s digital competence was formed. The results of the study show that competence consists of four components: motivationalpersonal, cognitive, activity and reflexive-evaluative coordination of goals, methods and obtained results, awareness of one’s style of activity, readiness for their creative change. The specified components describe the competencies necessary for a teacher to effectively carry out his professional activities.