The article highlights the issues of developing a system for digital competence of the teacher. The paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the Borys Grinchenko Kyiv University. The principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the system are diagnostic test and sets of minicourses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the use of mini-course sets for Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2) levels are described. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. The place of the system and its further development for professional development in the digital twin of the educational institution is highlighted.

Abstract. This article is concerning foremost studying the experience of different educators in developed and rapidly developing countries using multimedia boards for visualization science and mathematics, conducting teachers` and students` teaching discussions, develop of interactive exercises, increase the level of teachers` IT-competencies, problems of readiness to use ICT, and the formation level of professional teachers needs to use the whiteboard. The article focuses on the main scientific theories description, scientific achievements and developments in using multimedia boards in the school. By the way, author dwells on preparing future teachers for teaching science in elementary and primary school, ability to update teaching children with special needs: visually challenged, deaf student, fine motor delay, autistic, mental and behavioral challenged, psychological aspects of using IWB in teaching children with different types of perceptual information: visual, audial, kinesthetic, discrete. In conclusion author gives applicant`s scientific prognostication contribution to studying forming of primary school teachers` methodical competence.

The article presents the experience of developing the digital competence level as one of the main components of future teachers’ success, including the implementation of STEAM education in the educational process of secondary education institutions. An overview of modern scientific publications was performed, mainly published by foreign researchers and also by researchers from Ukraine, which define the concept of digital competence, reveal different approaches to determine the level of digital competence of future specialists using the digital competence wheel; STEAM education and digital competence communication, formed enough to integrate STEAM principles into the educational process of secondary education institutions. The author presents the results of the implementation e-learning courses, that were developed for key disciplines in the specialization «Management of e-learning in the intercultural space» and joint research of IT in Education Laboratory staff, teachers of the Department of Computer Science and Mathematics and students of the Pedagogical Institute of Borys Grinchenko Kyiv University on training courses to enhance the digital competence of future teachers. The description of the two key disciplines of the e-learning course presents information on the development of integrated, professional and digital competences. While updating the content and selection of teaching methods, the recommendations and articles issued in the framework of the project «Modernization of Pedagogical Higher Education through the Use of Innovative Teaching Instruments» (MoPED) of the EU program Erasmus + KA2 – Development of Higher Education Capacity, No. 586098-EPP- 1-2017-1-UA-EPPKA2-CBHE-JP, JP, which is affiliated with Borys Grinchenko Kyiv University, are included.

The article is devoted to the problem of increasing the motivation of teachers of higher education institutions to the level of their digital competence (DC) in the conditions of digitalization of education in Ukraine. The authors determine the components of the «digital competence» of academic staff and outline directions of its development. The article describes the results of the survey on the definition of the level of the DC of university teachers, which was attended by the teachers of the Borys Grinchenko Kyiv University and five others Ukrainian universities - partners of the MoPED project (Modernization of Pedagogical Higher Education by Innovative Teaching Instruments - №586098-EPP-1- 2017-1-UA-EPPKA2-CBHE-JP). One of the objectives of the study was to identify the needs of university teachers to familiarize them with educational trends and innovative pedagogical technologies when organizing a system of advanced training. The authors developed a questionnaire and conducted a survey of teachers. The article gives an analysis of the results of the survey, systematized information on the relevance of trends, provided basic recommendations for the universities for organization of training teachers in order to enhance their internal motivation to develop their digital competence.

The Corporate Standard for University Lecturer’s Digital Competence was created to increase the level of digital competence, which is recognized as one of the key competencies of a successful person of the XXI century, to improve the quality of the learning and teaching, the educational process. The areas of digital competences’ application at the Borys Grinchenko Kyiv University are the main activities of lecturers, such as: educational activities, scientific research, professional communication and cooperation; digital self-management. The corporate standard defines five levels of digital competence: Analyst-Researcher (A), which is mandatory; Integrator (B1); Expert (B2) - sufficient level; Leader (C1); Innovator (C2) - high level. The descriptors of the Corporate Standard presented in the article detail the skills of university lecturers in accordance with the levels of digital competence and areas of its application. The level of digital competence of the lecturer is determined in the university e-learning system as a result of passing an adaptive practice-oriented test, they study multilevel mini-courses step by step with the ability to build a personal trajectory of professional development and marking in the personal office to achieve the appropriate level. Increasing the level of digital competence will contribute to professional, expert growth in general. Due to the implementation of the Corporate Standard for University Lecturer’s Digital Competence, lecturers will be more effective in using the opportunities and resources of the information and educational environment of the university, educational services will be provided to higher education students at a higher level, including in conditions of limited access to classrooms and when using blended and distance learning.