The digitalisation of the economy required the training of specialists with competencies to develop and implement digital technologies. The purpose of the study is to characterise the digital educational environment as a tool for improving the university's academic personnel's skills. The study's methodological basis was the digital approach, which provides digital content as an objective condition for personal and continuing professional development in the digital economy. The study's main results are to identify and scientifically substantiate the structural components of the digital educational environment (content, technology, administrative), criteria for evaluating its effectiveness (pedagogical, subject, innovative). The content component provides for the focus of content on the development of competencies. Technology component includes software that allows you to organise continuing professional development using distance learning technologies. The administrative component provides for the possibility of offline training. Criteria (pedagogical, professional, innovative) allow us to assess the digital educational environment's effectiveness in developing pedagogical culture, professional competencies, and abilities to innovations. The research limitations are in a random sample of respondents. Practical significance is the experience of organising professional development with the use of a digital educational environment. The research's uniqueness substantiates the digital educational environment as a multidimensional and multifunctional reality characterised by continuity, processability, and openness for the effective tasks' solution.

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