Digital competence of a bachelor in philology (translater): essence, content and structure

State of scientific development of the concept of "digital competence", both in general and in relation to a specialist translator (Bachelor in Philology in Germanic languages and literature) is highlighted in the article. Main approaches to understanding the essence of the concept of "digital competence", its definition and structure by modern science are highlighted. The lack of terminological stability of the concept is noted, as well as the presence of a clear terminological inconsistency of such consonant, but not identical in content concepts as "information competence", "informatics competence", "information and communication competence", "information and communication technological competence", "digital literacy" and "digital competence". The inaccuracy and insufficient exhaustiveness of individual attempts to formulate definitions of the concept of "digital competence" proposed by researchers in the scientific literature are noted. Own refined definition of the concept of "digital competence" for a specialist translator is proposed. Its content is detailed, and two approaches to determining the structure of digital competence are proposed - functional-professional and personality-oriented, which successfully complement each other. It is emphasized that the successful formation of digital competence in a higher education applicant in any specialty is impossible without the initial awareness of its significance by all participants in the educational process in higher education. It is emphasized that the introduction of digital technologies in education as an initial condition for the formation of appropriate competence will inevitably require higher education institutions to create and implement a fundamentally new model of learning, in which the share of information-search activities of students will have a constant tendency to grow and in the near future may radically change the nature of the organization of the educational process in terms of independent search, comprehension and mastery of information, including its large arrays. Attention is also drawn to potential risks and threats that objectively lie in the plane of the existing "gap" between generations in the awareness of the significance of digital technologies and their active use