The article presents a methodically based approach to the creation of teachers’ own educational content using digital tools following a given learning goal. The composition of the described methodology includes seven main elements, starting from the content to be studied and ending with the implementation of the created educational content.The theory of digital transformation of education, the theory of personality-oriented learning, the theory of a system-activity approach in teaching constitute, the methodological basis of the study. The object of the research is the process of creating educational content, the subject is the methodological conditions of the application of digital tools for the development of educational content following a given learning goal. In the course of the research, such methods as analysis of psychological, pedagogical, and methodological literature on the research topic, analysis of digital tools, theoretical modeling, and experimental training were used.As the results of research, the role of educational content created with the help of digital tools was determined, the need for teachers to develop their own educational content using digital tools was proved, the methodology for using digital tools to develop educational content following a given learning goal was described, and finally an example of the implementation of the methodology in the process of creating the web quest «Cybercriminals: fiction or reality?», addressed to V grade students was presented.Authors of the article have not only developed a technique of applying digital tools for creation of the educational content according to the set purpose of training but also have created and implemented the additional professional program of professional development “Digital tools of development of an educational content” in the educational process.The value of the presented research is that the methodology developed by the authors can be implemented by teachers who have no special IT training. It allows teachers to switch to a personalized and effective learning model in any lesson.

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The need for schoolchildren to develop safe behavior skills in cyberspace is justified in the article. One way is to use web-quest technology. The article contains a brief description of this technology and an example of its use in teaching the basics of cybersecurity.

The active development of the cybersecurity industry has led not only to the need to develop specialized software, improve the skills of employees of large companies, but also to the formation of future teachers’ skills and abilities of competent behavior in cyberspace. The analysis of the normative documentation indicates that the problem of training future teachers of mathematics and computer science for teaching schoolchildren the basics of cybersecurity comes to the fore. The article is devoted to the description of a possible way to solve the identified problems. The article presents four levels of formation of knowledge, skills of students of pedagogical areas of training in the field of cybersecurity, means and methods of their achievement, structural components of cybersecurity and the disciplines of the curriculum (bachelor’s degree), allowing to master the content of these components, describes the special features of lecture and practical lessons. The authors of the article believe that the proposed approach allows us to implement the idea of lifelong cybersecurity education according to the scheme: schoolchildren — undergraduate students — graduate students — acting teachers.