Постановка проблеми в загальному вигляді. Сьогодні у світі здійснюється стрімка трансформація освіти від традиційної до цифрової, оскільки цифрова освіта − ключ до побудови іншої реальності, фундаменту нового життя суспільства. Оскільки сучасна освіта є найважливішим інстру-ментом ціннісного, соціально-економічного, політичного, культурного розвитку соціуму, вона повинна, безумовно, мати випереджальний характер, спираючись на прогнозні вимоги економіки й соціальної сфери країни в майбутній перспективі. Основним завданням національного рівня є фор

Abstract. In the article digital competence, one of the main components of professional competence of future teachers, is considered. Different approaches of determining the digital competency of future specialists and terminology, used in modern scientific literature to determine the concept of digital competency, have been studied. The analysis of recent scientific work of the proposed problem was carried out. Concepts "competence" and "computer competence" are defined. To integrate with the international educational space, the definition of "digital competence" is appliesd The author substantiates the essence of the concept of "digital competence", defines the components of "digital competence" of future teachers and outlines directions of its development. European standards, which are an important tool for increasing the level of digital competence of specialists in the field of education for identifying digital competences, are analyzed. One of the objectives of the study was to analyze the project of the European Commission “The Digital Competence Framework for Citizens” (DigComp), which is an important tool for increasing the digital competence of specialists in education, training and advanced training. The article defines the definition of digital competence by the European Commission, which defines this competence as one of the key competences for learning through life and is interpreted as a sure, critical and responsible use and interaction with digital technologies for learning, professional activity (work), and participation in society. The article highlights the digital competency standards of the European network of EUROPASS, which include information management, cooperation, communication, content, knowledge, ethics, responsibility, assessment, problem solving and technical operations.

Increasing demand for experts capable of high-quality assessment of the impact of a particular planned activity on the environment involves a more effective use of information and communication technologies (ICT) in the educational process of training ecology students. The authors present a methodology for students to study the educational material of the "Environmental Impact Assessment" course by using ICT. The methodology and algorithm for using the Padlet interactive whiteboard, Mindomo mind maps, Easel infographics, Google Drive and Google Docs in lectures and practical lessons are described. Particular attention is paid to the preparation of a group project using ICT. Tested in the Ternopil Volodymyr Hnatiuk National Pedagogical University, the methodology allows to implement a number of tasks such as: promotion of intensification and effectiveness of teaching; acquisition of practical skills to quickly find the necessary information on various online resources for ecology students; simulation of the real procedure of environmental impact assessment in the classroom; development of the ability to professionally communicate with experts in other fields of knowledge or activity, etc. Examination of the results of using ICT to study the "Environmental Impact Assessment" course has shown a significant increase in informational literacy among ecology students and their individual professional growth.

The article deals with digital competence, which is one of the main components of the professional competence of future teachers, as well as discloses the foreign experience of the development of future teachers' digital competence. European standards for the determination of digital competence are analysed -in particular, the digital competence profile of the teacher Digital Competency of Educators (DigCompEdu), which includes six areas of teachers' digital competences. The article outlines approaches to the description of educational outcomes concerning the digital competence of teachers. The analysis of the experience of foreign countries (

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