The article reveals the results of the content analysis of Estonian legislative and normative documents, which define the state educational policy regarding the development of both professional and digital competences of school teachers at the current stage of the education reforming of the country. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the main features of Estonian legislative framework for professional development of public school teachers, especially in the field of digital competence formation. Teachers’ professional development has been studied by foreign and Ukrainian scientists: L. Chance, A. Hollingsworth, N. Klokar, N. Mukan, V. Oliynyk, D. Ross, E. Villegas-Reimers etc. The paper, in particular, focuses on the provisions of the National Strategy for Continuing Education 2014–2020, the Professional Standards of the Teacher; The Law on Basic Schools and Secondary Schools, the State Program of Competent and Motivated Teachers and School Principals, which regulate goals, content and expected result of the development of the teacher’s digital competence and its importance for the development of education and the state. The analytical references and results of the research of the Organization for Economic Development and Cooperation, dedicated to Estonian education, have been summarized. The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis), and applied (observations, questioning and interviewing) methods. The analysis has been carried out through the prism of expediency of borrowing the Estonian positive experience for the educational system of Ukraine, in particular, in the field of public school teachers professional development. The research results have been presented.

The article deals withthe theoretical and experimental study aimed at examining organisational and pedagogical conditions of school principals' professional preparing for using Internet technologies in their work. The research paper offers a model of school principals' Internet-readiness formation and the mechanism of its implementation into the system of continuing pedagogical education. The criteria, indicators and levels of school principals' Internetreadiness are developed and presented; the pedagogical experiment is described. The paper also defines the notion of "Internet readiness" through the example ofschool principals' readiness to use Internet technologies in their work" and singles out its components. The notions "Education 2.0" and "professional development of school principals in terms of using Internet technologies" are accurately defined and the necessity to develop and approve Information and Communications Technologies (ICT) standards for teachers and principals is substantiated.

The main purpose of the article is to determine the features of the use of modern digital technologies for the development of the educational environment in the system for ensuring the sustainable development of the region. As a result of the study, the main stages in the process of activating and intensifying the use of modern digital technologies for the development of the educational environment in the system for ensuring the sustainable development of the region were systematized and formed. To achieve the goals set in the research system, both general theoretical methods and specific modeling methods, such as the schematic modeling method, were used. This method made it possible to visually depict the algorithm for achieving the ultimate goal of the study. The study has its limitations; in the course of the study, the process of ensuring the sustainable development of the region was studied only in the context of the development of the educational environment and its digitalization and modernization. Given that sustainable development is a complex concept and includes many elements, the authors plan to study this topic in further research.

The purpose of this article was to identify the features and relationships between different stages of formation of digital competence of teachers in terms of distance learning. The research methodology is based on a statistical analysis of data from a survey of 38081 teachers using a structured OECD interview (2018a) on the development of digital competencies. The study found that courses on the use of ICT for teaching were included in the formal education of teachers in 63.1% of cases. 58% of teachers are well prepared for the use of ICT in education, while 42% of teachers answered a low level of preparation for the use of ICT in education. The practical value of the study lies in identifying the features of the formation of digital competence: the importance of training programs for the development of digital skills.

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