Aim. Study of the impact of digital technologies on the effectiveness, satisfaction and time orientation of schoolchildren.
Methodology. Psychological models of digital competence are analyzed. The article considers the application of innovative methods in the in-depth study of subjects in the curriculum of the high school of MOE SOSH No. 36 in 2018. The article examines the influence of digital technologies used in physical and mathematical, chemical and biological and humanitarian profiles on the development of students ‘ competencies, modes of thinking and time orientation. The significance of differences in the data obtained with the following methods: 16 PF P. Kettell, the ZPTI questionnaire, the General self-efficacy scale by R. Schwarzer and M. Yerusalem – is estimated.
Results. The analysis of the obtained data proves that the use of digital technologies in high school increases self-effectiveness, efficiency of thinking, activity, creativity, independence of judgment, entrepreneurship, self-confidence, and orientation to the future. The organization of training is reflected in the time perspective profile: low values of the “negative past” and “fatalistic present” factors, high indicators of the “future” and “positive past” factors.
Research implications. The psychological content and structure of digital competence of schoolchildren are revealed, and its relationship with self-efficacy and past experience of students is shown. The revealed relationship of digital technologies with the level of competence and features of the time perspective of students allows to improve the quality of education and can be used in the organization of the educational process.

educational competencies, digital technologies, time perspective, time orientations, self-efficacy

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