Abstract
<jats:p>The article is devoted to the theoretical understanding of the phenomenon of a higher mathematics lecturer’s digital competence in the context of the professional training system in the higher educational institutions of the People’s Republic of China. Based on the structural-component analysis of domestic and foreign concepts such as DigComp 2.2, DigCompEdu, ISTE Standards for Educators as well as regulatory documents of the Ministry of Education of the People’s Republic of China, the author developed a multilevel model of a higher mathematics lecturer’s digital competence, which includes 5 interrelated components: information technology, didactic-digital, mathematico-digital, reflexive-analytical, and ethicolegal. It is shown that in relation to higher mathematics teaching, digital competence acquires a domain-specific dimension due to the need to work with specialized mathematical software environments, abstract concepts visualization, and digital organization of students’ research activities. The results of this study can be used in designing the advanced training programs for teaching staff at the universities in China and Russia.</jats:p>