Introduction. The rapid development of digital technologies and the information society has necessitated the implementation of fundamental changes and innovations in the information sphere, exacerbating the problem of training a specialist ready for lifelong learning and development that exists in an informationally open society. The widespread digitalization of all spheres of the economy of modern society has a significant impact on the requirements for a future specialist who must have a high level of digital culture, formed by a system of professional knowledge, skills and abilities with continuous consolidation and transformation into competencies, readiness for constant replenishment and updating of knowledge, acceptance non-standard creative solutions.

Materials and methods. The material of the study was various scientific sources devoted to the problem of the formation of intercultural competence. Analysis of scientific and methodological literature, descriptive and distributive methods used in writing this article are the main tools for analysis.

Results. The article proposes a periodization of the development of the problem of the formation of digital intercultural competence, the identification of characteristic trends at the first stage of the development of the problem, the identification of sociocultural, historical, scientific and theoretical prerequisites for its formation and development. At the same time, the etymological complexity and diversity of the research problem led to the identification of historical trends in several areas: the formation of the information society; the formation of the competence-based nature of the higher education system; formation of the problem of formation of intercultural competence.

Discussion. The system of formation of key competencies of employees has become one of the priority conditions for the creation and effective functioning of the innovative economy of the Russian state. The active and widespread introduction of modern science-intensive technologies leads to an increase in the requirements of the state and society for the qualifications of university graduates, their level of intercultural competence, and their willingness to master new approaches to professional activities. These factors explain the close attention of scientists and specialists from various branches of knowledge and areas of pedagogy, psychology, public administration, sociology, computer science, etc., to the problems of intercultural training of future specialists in the context of globalization.

Conclusion. The analysis of the first stage made it possible to state the absence of a direct focus of pedagogical science on the formation of digital intercultural competence. The phenomenon under study was not at that time the object of a meaningful and purposeful study by scientists; only the first prerequisites for the emergence of closer attention to the problems we have stated can be identified.

A periodization of the development of the stated problem (1920s - 1970s; 1970s – early 2000s; early 2000s – present), the first stage is considered in detail;

Trends in the activities of scientific schools and individual scientists at the first stage of the development of the problem, the characteristic difficulties and their causes, successes and achievements in the stated direction;

Socio-cultural, historical, scientific and theoretical prerequisites for the formation and development of the problem in the period from the 1920-s to – 1970-s.

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