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 teacherpsychologists 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.