One of the most important factors in the successful development of modern IT companies is an effective and flexible personnel policy that can ensure the continuous recruiting of new employees and introducing them to professional activities. The article examines the issues of professional development of newcomers in modern IT projects, determines the factors of its success and analyzes the essence of the phenomenon of onboarding in the context of its relation to such constructs as "adaptation", "mentoring" and "tutoring". Onboarding is considered, on the one hand, as a phenomenon that reflects the systematic purposeful interaction between a social organization and its new employee, which aims to integrate a new team member with existent working conditions and ensure their productive performance in the shortest possible time, and on the other - as a partnership between an experienced employee (mentor) and a new specialist for the purpose of training, support, and professional development facilitation. The work contains an analysis of specialized software for successful onboarding in the conditions of modern IT projects. It also reveals the results of an empirical study of onboarding in IT projects with the participation of experienced mentors and young professionals, the results of which revealed the main factors of successful adaptation of newcomers to the new conditions of their professional activity: regulation of onboarding and mentoring processes in the project team and IT companies using internal regulatory documents, specialized software, etc.; productive cooperation between the mentor and the novice, which involves the analysis of project documentation, implemented through reflective technologies and aimed at understanding the new employee's expectations and requirements for their professional performance, communication, behavior in the project team; professional competence of the mentor, which is determined by their experience in project activities, deep understanding of the project and processes in it, as well as non-technical skills (communicative, emotional, regulatory, cognitive and metacognitive).

There are different approaches to the assessment of the level of digital competence of the population and, in particular, participants of the educational process. Digital competence is considered one of the key competences of every citizen of a modern digital society, which is why the task of developing it to a measurable level is relevant for all educational institutions. The article investigates the results of the pilot implementation of the SELFIE tool developed by the EU in secondary education in Ukraine. The indicators of key areas of SELFIE, the level of confidence in the use of technology by respondents, as well as the positive and negative experiences of survey participants in the implementation of digitalisation in the educational process are studied. Proposals for the future development of the project SELFIE in educational institutions of Ukraine are described. The research uses such methods as analysis of scientific works to interpret key concepts, systematization of information on the use of digital technologies in education, directions of digitalisation of education, explanation of the current state of digital transformation of education and analysis of the results of the SELFIE pilot project survey of participants in Ukraine. The conclusions describe the possibility of increasing the efficiency of measuring digital competence using SELFIE.