The article analyzes Russian and foreign approaches to establishing the relationship between the level of digital competence of students as a condition for the readiness of future teachers to use digital technologies in the educational process. The purpose of this study is to diagnose the level of digital competencies among students and interpret the data obtained. Based on the analysis of Russian and foreign experience in the development of digital competencies among university students, a questionnaire was developed to assess the level of formation of digital skills and abilities. Data collection was carried out through an online survey of pedagogical university students using a structured questionnaire. The data obtained allowed us to conclude that the students of the pedagogical university demonstrated a sufficiently high level of digital competence. Future teachers demonstrated high results in such competencies as the use of digital solutions for effective communication with both teachers and students; the creation of their educational materials and assignments on subjects using a computer; modification and exchange of digital materials; the use of the Internet to search for information resources, comparison, evaluation and selection of digital resources; knowledge of the basics of digital security; the use of digital technologies at different stages of training and in the implementation of various organizational forms of training (lectures, practical classes, consultations, tests, exams, individual and group work, including on a project), including for self-organization and self-control and creative (productive) solutions of educational tasks.

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.