Abstract
This article investigates the problems and prospects of formation of digital competence in the professional training of educational psychologists in Kazakhstan. Modern conditions of digitalization require from teacher-psychologists not only traditional knowledge and skills, but also effective use of digital technologies. It is established that the level of digital competence of students of the educational program “Pedagogy and Psychology” differs from the level of acting school psychologists, which is due to differences in the conditions of training and professional practice. Particular attention is paid to the need to develop specialized educational programs that take into account the peculiarities of the use of digital technologies in the diagnosis and correction of student behavior. The study revealed the main problems, including the insufficient level of digital training, limited use of modern technologies, and the lack of a unified approach to assessing the digital competence of educational psychologists. Based on the results of questionnaires and interviews with students, school psychologists and experts, recommendations for improving educational standards and programs were proposed. The key result of the work was the development of a model for the development of digital competence, which includes stages from the diagnosis of skills to their practical implementation. The presented recommendations are aimed at improving the quality of professional training of educational psychologists, their competitiveness and ability to adapt to the requirements of the digital era. The importance of creating a sustainable support system is emphasized, including mentoring programs, professional communities and access to innovative educational resources. The educational practice and improves the quality of educational services.