Abstract
The features of the formation of psychological competence in teachers of higher education institutions in the conditions of virtual space, its structural komponents and its relationship with the socio-psychological environment in higher education are scientifically substantiated. It is shown that the expansion of digital communication tools, artificial intelligence technologies, and forms of distance and blended learning create new psychological requirements for the professional activity of a teacher. In particular, digital empathy, virtual communicative competence, emotional self-management, media literacy, information and psychological safety, digital stress tolerance and reflexivity are identified as important komponents of the psychological competence of a teacher. The psychological competence of a teacher in a virtual educational environment is interpreted as an important professional and psychological factor that ensures mutual trust between the student and the teacher, effective communication, group cooperation, psychological safety, learning motivation and emotional well-being.