Introduction. The relevance of the research lies in the development and theoretical justification of a model and a set of pedagogical conditions aimed at forming a culture of information security among students of a technical university, including not only the transfer of technical knowledge and skills, but also the development of an understanding of the importance of information security as an integral part of the professional competence of future specialists in the field of high technologies. Purpose: to test the model and pedagogical conditions for the formation of an information security culture among students of a technical university. Materials and methods: a set of theoretical and empirical research methods was used, such as: the study of methodological, scientific and methodological, specialized literature on the problem of formation and development of a culture of information security of students; comparison and generalization of factual material, observation, testing, questionnaires, quantitative and qualitative analysis of the results of students' activities. Research results, discussions: the results of the comparative analysis conducted within the framework of the formative experiment, at a statistically significant level, demonstrate positive transformations in the formation of structural components of the information security culture among students of the experimental group, in contrast to the relatively stable indicators recorded in the control group. Thus, pedagogical conditions are quite effective for the formation of the technical component of the information security culture: 1) the inclusion of a specialized elective “Culture of information security” in the educational process; 2) a competition of student projects on cybersecurity; for the formation of a cognitive component: 3) psychodiagnostics of cognitive and personal characteristics of students, 4) the development of critical thinking through the use of interactive teaching methods; to form a behavioral component: 5) creation of the university's cyberdrug, 6) implementation of a motivation and feedback system for participation in the educational project “My cybersecurity in the digital environment”; for the formation of a value-semantic component: 7) integration of ethical aspects of information security into educational programs, 8) development and application of the case method “Cyber Ethics – Ethics in the Digital space”. Conclusion. The proposed model and pedagogical conditions demonstrate their effectiveness in the context of increasing the level of technical preparedness of students in the field of digital information security, the ability to think critically, detect cause-and-effect relationships, and the development of appropriate behavioral competencies, which emphasizes the importance of such educational initiatives.