The impetuous development of digital technologies is changing the requirements for specialists. In the modern world, a competitive analyst working in the field of economics must have not only professional competence, but also digital competence, which includes not only digital skills, but also a set of knowledge and views on the nature and role of information technologies and opportunities, as well as relevant legal and ethical principles.

The article deals with the analyzes of the modern theoretical foundations and approaches to the development of digital literacy within the lifelong learning processes: namely, one of the tools for determining the level of formation of digital competence using Tsifrogram test (which is based on the conceptual model of digital competence of citizens DigComp - The Digital Competence Framework for Citizens) is described and analyzed in detail.

The research was carried out in line with the competence-based, personality-activity and communicative approaches. The training program for economic analysts used active and interactive teaching methods and practices.

The results of the level of digital competence formation among students of economic specialties of the university are presented. The main recommendations for increasing the level of the students’ digital competence are analyzed, identified, and highlighted. In the future, it is planned to develop a roadmap for increasing the level of students’ digital competence during their studies at the university.