Abstract
The article examines the content, structure, and pedagogical conditions necessary for the development of digital competence among primary school students. The rapid growth of information technologies has a strong impact on education, making the acquisition of digital literacy and the ability to act effectively in a digital environment an urgent task. The purpose of the study is to clarify the structural components of digital competence and to determine pedagogical conditions that ensure its successful formation in the early stages of schooling. The research methodology includes comparative analysis of national and international studies as well as experimental work with control and experimental groups. The study identifies the key elements of digital competence: information, communication, technical, and ethical-legal literacy. Based on the experience of countries such as Finland, Estonia, Singapore, and South Korea, several international models for the development of digital competence are analyzed. The findings highlight essential pedagogical conditions such as systematic use of ICT tools, interdisciplinary integration, age-appropriate task design, and fostering digital ethics and online safety. Among the effective methods proposed are game-based learning, STEM/STEAM approaches, and the use of digital portfolios. The results demonstrate that the suggested approaches significantly enhance the level of digital competence among primary school students. The conclusions may serve as a basis for improving educational programs and provide teachers, methodologists, and researchers with scientifically grounded strategies for integrating digital competence into teaching practice.