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The article shows that if an individual path in the process of teaching high school students an academic subject, firstly, will be formed from the teaching modules focused on an individual content on a subject matter in accordance with the student-significant learning objectives, Second, teaching modules will be presented as a set of recommended electronic educational resources (EER), the mastering of which is carried out after hours on the basis of Smart-technologies, and thirdly, the basis for the development of content for the EER will be based on academic discipline: the principle of correspondence between the content of student-significant learning objectives, correction of dynamic random content and teaching methods principle, the principle of adaptability and customization, it provides in-depth knowledge achievements of students on the subject, high level of motivation to succeed, high level of readiness to use information and educational environment for self-learning

Introduction. Digitalization makes special demands on the teaching staff, actualizing their new roles and focusing on the training of future teachers who own not only individual digital tools for organizing the educational process, but also a set of competencies and personal qualities demanded by society in digital reality. Aim. Of the article is to present a theoretically substantiated model for the formation of key competencies of the digital economy among student of pedagogical magistracy and experimental confirmation of its effectiveness. Materials and methods. The assessment of the formation of key competencies of the digital economy was carried out on the experimental group of undergraduates "Pedagogical education" (32 people). Empirical study data were analyzed using the Mann-Whitney U-test. Results. The implementation of the process of formation of key competencies of the digital economy among undergraduates – future teachers was carried out in accordance with the developed model, including motivational-targeted; meaningful; procedural; personal; diagnostic components. The study gives a description of each component of the model. Calculations showed that the differences in the levels of formation of digital economy competencies among undergraduates at the stage of ascertaining and control sections are significant (Uemp = 159.5; p < 0.001). Conclusion. The implementation of the process under consideration in accordance with the developed model makes it possible to increase the level of formation of the key competencies of the digital economy among future teachers. In the future, research aimed at identifying and analyzing the real level of digital competencies of university teachers, as well as solving the problem of improving it, will be relevant.

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