<p style="text-align: justify;">The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.</p>

The use of digital technologies in the organization of the educational process takes education to a new level. The aim of the study is to examine the subject digital environment of a math teacher. The article analyzes the opinions of scientists in the field of the subject of digital educational environment component composition, which are the basis for the determination of such components as a didactic learning system. Conducting the study required the use of a whole range of methods, such as observation, survey, and compilation of the Likert scale. Two groups of respondents participated in the survey: the first group included math teachers who had completed advanced training courses on building a subject-based digital educational environment; the second group included teachers who did not take such courses. The author tested the assumption that there is no significant difference in the selection of the subject digital educational environment components by math teachers. To determine the absence of differences between the two experimental distributions, the χ-square criterion was used. Based on the results obtained, the theoretical model of the subject digital educational environment was corrected. The results of the study showed that the theoretically justified component composition of the subject digital educational environment was confirmed as a result of experimental work with practicing teachers, which confirms the relevance of the instrumental approach to the construction of the subject digital educational environment according to the model proposed.