This article theoretically substantiates the structure and content of the information-intellectual competence of the future teacher of computer science. The definition of information-intellectual competence is given. Based on the program "Digital Kazakhstan" the design of the architecture of the environment that forms the information-intellectual competence of students in the context of digitalization of education was considered. The information-intellectual competence of students is defined and described in terms of knowledge, skills, and potential criteria. To form the information-intellectual competence of students, education was considered in three stages. The sample questions to determine the information-intellectual competence of students are based on the mobility of knowledge, the method of flexibility, and critical thinking. To perform the situational task, we divided students' level of performance into informational, improvisational, heuristic, considered laboratory work on the information level, independent work of the student with the teacher on the improvisational level, and independent work of the student on the heuristic level. The advantages of teaching technology for the development of information-intellectual competencies of future teachers of computer science were demonstrated and the educational achievements of students on the criteria-based assessment were assessed. Experimental work was carried out on the t-criterion of an independent Student. Irrespective of the results obtained during the study, the effectiveness of the experimental work on the t-test of the Student and the confirmation of the hypothesis was confirmed.