In the context of the rapid digitalization of education, the level of digital competence of teachers is becoming a key factor in successfully integrating information and communication technologies into the educational process. The purpose of this study is to assess the digital literacy of teachers of higher education institutions in Kazakhstan based on the DigCompEdu framework and identify key aspects that require development. The study included a questionnaire and a participant observation method, which allowed for a comprehensive assessment of the level of digital competencies and identified key areas for improvement. The results showed that most teachers belong to the Integrator (32.02%) and Expert (36.45%) groups, indicating good proficiency in ICT. However, despite the overall positive dynamics in the development of ICT, there are significant differences in the level of professional involvement and the use of digital technologies for interaction and reflection. The article discusses these differences and offers recommendations for the development of digital skills aimed at increasing the effectiveness of ICT use in educational activities. The findings and suggestions presented can be useful for developing strategies for the digitalization of academic institutions and improving the quality of teaching in the context of new digital realities.

digitalization of education, digital competencies, digital literacy, ICT, DigCompEdu, higher education