| Summary: | The article deals with the availability of the implementation of digital competence standards in secondary education teachers. For this purpose, we analyzed data on the digital competence of secondary education teachers who teach in different locations (urban, rural), in schools with different types of ownership (public, private). The data of teachers of all ages and genders are also compared. Theoretical and empirical research methods were used to solve the problems of the study. The results show that the skills of using digital tools have significant differences among teachers of the different locality of teaching. Also, younger teachers have higher rates of digital competence than older teachers. Accordingly, younger teachers from urban areas have better access to implementing digital competency standards. To improve digital literacy and the ability to implement digital competency standards for secondary education teachers, it is necessary to create conditions for teachers from different locales with different levels of digital competency to gain the necessary experience. This requires effective professional development programs for teachers and conditions for continuous self-study.
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