Scientific and methodological support of digital competence formation process of teachers in the additional professional education system of Krasnoyarsk krai

The research problem and the rationale for its relevance. The article deals with the problems of training teachers of Krasnoyarsk Krai to work with the federal space of digital educational services and platforms. The research emphasizes the need for scientific and methodological support aimed at the development of digital competence of teachers in the system of additional professional education. Due to the accelerated development of digital technologies, teachers face the need to regularly update digital skills for the successful use of innovative tools in the educational process. The problem of insufficient methodological support in mastering digital technologies complicates the process of their integration into educational activities. The goal of the research is to identify the main problems of introducing digital tools in the professional activities of teachers and to develop a set of measures of scientific and methodological support, contributing to the effective formation of digital competence of teachers in Krasnoyarsk Krai in the conditions of digital transformation. The methodology (materials and methods) includes a systematic approach including analysis of regulatory documents, project monitoring, content analysis of regional studies, and comparative analysis of teachers' self-diagnosis data within the framework of federal projects and educational programs. The results of the research demonstrate the need to improve teacher professional development programs and the introduction of digital services (such as the Regional Information and Analytical System of Education Management, the Federal State Information System “My School”, the Information and Communication Platform “Sferum”). The justified use of scientific and methodological support allows creating conditions for the professional growth of teachers and improving the quality of education. The novelty of the research lies in the development of a set of measures to support teachers to minimize difficulties in the integration of digital technologies. Theoretical significance lies in the substantiation of approaches to methodological support of digital transformation. Practical significance consists in the application of the developed measures in the system of advanced training, which contributes to improving the level of digital competence and the quality of educational results.