The article examines the features of the diagnostic competence of future peda-gogical psychologists in the context of the digital transformation of higher education. An analysis of contemporary national and international studies shows that the development of the digital educational environment has significantly changed the content of the professional activity of teacher-psychologists, particularly in the field of psychological and pedagogical diagnostics. The traditional model of diagnostic competence, including motivational-value, cognitive, operational-activity, and reflective-evaluative components, requires conceptual expansion due to the widespread implementation of digital diagnostic technologies, artificial intelligence, digital analytics, and automated processing of diagnostic information. The purpose of the study is to theoretically substantiate the author's five-component mod-el of diagnostic competence of future educational psychologists.. The methodological basis of the research includes competence-based, systemic, activity-based, and digital approaches. The study employs methods of theoretical analysis, comparative analysis of national and international research, modeling, and scientific generalization. The scientific novelty of the research lies in the further development of the previously proposed model of diagnostic competence through its transformation in accordance with modern conditions of educational digitalization by introducing a digital diagnostic component. It is substantiated that the digital component is not an independent professional competence but rep-resents a structural element of diagnostic competence that ensures the effective use of digital technologies in psychological and pedagogical diagnostics. The practical significance of the research lies in the possibility of applying the proposed model in the development of educational programs for training teacher-psychologists, updating the content of psychological and pedagogical disciplines, and designing a system for developing diagnostic competence in a digital educational environment.

diagnostic competence, teacher-psychologist, digitalization of education, digital competence, digital diagnostic component, psychological and pedagogical diagnostics, digital educational environment.