The article addresses the problem of qualitatively updating the methodological and technological
substantiation of the system of preschool education, determined by the contemporary stage of global digital
transformation. The purpose of the study is to identify the theoretical and methodological foundations and develop
a structurally-functional model for the formation of the digital culture of future teachers of preschool education
that ensures the development of neuropsychological indicators of cognitive activity: methodology and Methods.
The methodological foundation of the study rests upon theoretical modelling, general didactic methods, and
integrated interdisciplinary research. The work employs a four-component structural model of the formation of
digital culture within the pedagogical process, integrating cognitive, structural, competency-theoretical, activity
theoretical, operational, and reflective-analytical modules. Results. The research has elaborated a structurally
functional model that integrates neuropsychological indicators into the process of professional training, thereby
ensuring the development of psychological readiness for the commencement of pedagogical activity at a new
level of professional competence development. Scientific Novelty. The key distinctive feature of the elaborated
model resides in the integration of neuropsychological processes into the conditions of digital competence
formation, ensuring the manifestation of professionally significant personal characteristics and the effectiveness
of the professional training of future teachers of preschool education. Practical Significance. The proposed model
enables the acquisition of contemporary professional pedagogical knowledge and facilitates the formation of
digital culture, thereby contributing to the enhancement of professional pedagogical training and the preparation
of future pedagogical professionals.