Postgraduate education system as an environment for the development of digital competence of an art teacher

The article analyzes scientific approaches to interpreting the concepts of "digital competence" and "digital competence of an art teacher". It examines the core characteristics of digital competence as defined in domestic regulatory documents and explores various researchers' perspectives. Based on this analysis, the study identifies and describes the key components of a modern art teacher's digital competence: cognitive, operational-activity, and value-motivational. Digital competence is defined as a dynamic combination of knowledge, skills, and value orientations that enable teachers to effectively and critically utilize digital technologies in their professional artistic-pedagogical activities. The paper focuses on the primary areas of digital competence implementation based on the DigCompEdu framework and describes the experience of training art teachers through formal, non-formal, and informal education. Special attention is paid to the challenges art teachers face in developing digital competence, including infrastructure limitations, age-related barriers, and the impact of wartime conditions on Ukrainian education. The study analyzes the role of postgraduate education in developing art teachers' digital competence and establishes that the postgraduate educational environment facilitates continuous professional growth and fosters readiness to integrate digital technologies into artistic-pedagogical activities. The article discusses the implications of recent developments in artificial intelligence tools for art education and identifies directions for future research in the context of post-pandemic digital transformation and ongoing educational challenges in Ukraine.