Аннотация
In the context of the digitalization of education and the increasing public visibility of the teaching profession, the formation of the professional image of future teacher-psychologists acquires critical importance. The aim of the present study is to model a digital professional image based on a comprehensive analysis of visual, behavioral, verbal, and reflective strategies of digital self-presentation. The methodological framework is based on a mixed-methods design: quantitative data were collected using the validated Digital Professionalism Scale (DPS) and the Professional Self-Presentation Inventory (PSPI); qualitative analysis was conducted through digital identity mapping (DIM), case-based methods, and thematic coding of interviews. The empirical study was conducted on a sample of 82 students enrolled in teacher training programs. The results demonstrate a high degree of fragmentation in digital image construction, caused by inconsistencies between visual, verbal, and behavioral components. Four typical strategies of visual positioning were identified, as well as platform-dependent specifics of digital identity formation. The developed structural-functional model of the digital professional image includes cognitive-value, representative, reflexive-regulatory, and communicative components. The study reveals the necessity of a systematic pedagogical approach to the development of a visually and ethically consistent digital identity integrated into the educational process. The limitations of the study are associated with the localized nature of the sample and reliance on self-reporting methods. Future research perspectives include the expansion of the sample's geographical scope, cross-cultural comparative analysis, and the development of targeted educational interventions aimed at forming a professional digital brand among future educators.