Introduction. The article substantiates the relevance of sociocultural transformations in determining the strategy for the digitalization of education. The necessity of building a digital educational space for the professional training of teachers based on the digital transformation of the didactic process has been identified.

Materials and methods. A significant research method is the theoretical and methodological analysis of scientific literature, which made it possible to come to a scientific understanding of the category of digitalization of education, to develop foreign and domestic experience in building a digital educational environment. The methodological basis of the study lies in the totality of socio-cultural, competence-based, process-technological and instrumental approaches that allow presenting the features and main provisions of constructing a subject-oriented digital educational environment for professional training of teachers and formulating its main components.

Results. The methodological tools for the professional training of teachers are defined and substantiated on the basis of flexible transformation depending on professional and personal interests, as well as the saturation of the digital educational environment. It is concluded that it is necessary and possible to expand the digital didactic space, the features of which are personalization, adaptability, saturation, polymodality.

Discussion. Digital transformation involves a qualitative change in the content and organization of the educational process, methods, forms, technologies, the role function of the teacher in accordance with the conditions, opportunities, resources of the digital environment for self-realization and personal and professional development of subjects of education.

Conclusion. The conclusion is made about the influence of sociocultural factors on the transformation of the education system in the context of the digitalization of society and the economy. The digital transformation of the didactic space in the professional training of teachers stimulates subjective activity, independence, professional mobility, and the development of a digital culture of future teachers in order to support readiness to solve complex educational and professional tasks.

The possibilities of modeling the educational process of professional training of teachers on the basis of its digitalization have been identified;

The features of the subject-oriented digital educational environment for the professional training of teachers are substantiated and its main components are described;

Factors and regularities of digital educational process are revealed;

Strategies for the digital transformation of the didactic space have been identified that implement process and instrumental approaches to the quality of educational services;

A modification of didactic tools is presented depending on the professional and personal interests of future teachers, as well as the saturation of the digital educational environment.

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