Abstract
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.