The article discusses the problem of improving the methodological competence of university teachers based on digital technologies. A content analysis of the definitions given to the concept of "methodological competence" is carried out. Methodological competence is defined as the process and result of a teacher mastering a system of methodological skills, knowledge and abilities, a set of theoretical and practical skills that form the ability to apply digital technologies in professional activities. The structure of methodological competence can be divided into the following levels: methodological awareness (the manifestation of natural and learned personal qualities in a standard situation in the process of methodological training, the ability to use electronic courses, familiarity with e-learning platforms); methodological literacy (willingness to perform professional activities in accordance with accepted standards and norms, ability to apply digital technologies and software, knowledge of the latest trends in information technology); methodical creativity (the ability to solve professional problems in non-standard situations and in non-standard ways, the ability to evaluate the quality of digital resources and tools, as well as the willingness to analyze, synthesize and solve problems using data and information); methodical mastery (becoming the highest manifestation of competence, the ability to work in a digital environment, readiness for changes in the educational process associated with the introduction of digital technologies, the ability to adapt to new conditions).