The article considers the importance of forming meta-competences using digital technologies in the professional training of teacher-psychologists. Meta-competences represent the highest conceptual level and are considered as comprehensive professional competencies.

The purpose of our study: theoretical analysis of the importance of forming meta-competences for a teacher-psychologist and an experimental study of the development of pedagogical conditions for the formation of professional meta-competence of teacher-psychologists using digital technologies.

Research methods: testing, questionnaires, observation. Methods: critical thinking test; self-regulation scale; Karpov reflection scale; DigCompEdu test (to identify digital competence); SWOT analysis (integration of competences); Learning analytics (dynamics of activity).

Research results: a theoretical analysis of general metacompetences and digital competence was conducted. It was established how a future educational psychologist can use metacompetences in professional activities. The levels of formation of digital consumption by future educational psychologists were experimentally identified. The following components of metacompetence were identified: cognitive; regulatory, communicative, digital and integrative.

Scientific and practical significance: the effectiveness of using digital technologies as a tool for developing metacompetences in future educational psychologists was confirmed.