Abstract
The digital transformation of higher education has changed the professional preparation of future educational psychologists and requires competencies that go beyond the technical use of digital tools. This study aims to substantiate the methodological foundations for developing meta-competence in future educational psychologists within digital learning environments and to propose a conceptual model that reflects the professional specificity of psycho-pedagogical support. Methodology and Methods. The research is based on theoretical analysis, comparative interpretation of international competence frameworks, conceptual generalization of contemporary studies on digital competence and innovative professional behavior, and model construction. Results. The findings substantiate that digital technologies in the training of future educational psychologists should be conceptualized not merely as instructional tools but as a comprehensive environment of professional development. The article proposes an authorial model of the meta-competence structure of future educational psychologists in the digital educational environment. The scientific novelty of the study lies in the theoretical and methodological integration of international digital competence frameworks with the logic of meta-competence development of future educational psychologists. For the first time, the digital training of specialists in this profile is conceptualized not merely as the acquisition of digital literacy, but as the formation of innovation-oriented professional agency. The practical significance of the study lies in the applicability of the proposed model for the design of educational modules and courses, the development of assessment criteria, diagnostic rubrics, and tools for subsequent empirical validation in the system of training future educational psychologists.