This article discusses the structure and content of the digital competence of future educational psychologists. The analysis of scientific works shows that the model can be quite computational, quite complex, which realizes the need to determine the various structural components in terms of methodology. Thus, the development of digital competencies involves a change in approaches to organizing the process of training future psychologists and determining its content, which determines the modernization of education. The modernization of the education system indicates the need for an active organization of the educational information environment, one of the main elements of which are electronic educational resources. Consequently, digital competence characterizes the unity of theoretical and practical training of future educational psychologists for the implementation of professional activities. The structure of digital competence of future educational psychologists consists of personality-motivational, cognitive, activity, reflective-evaluative components.