The purpose of the research is to provide an interdisciplinary interpretation of the digital competence of a teacher based on the identification of disciplinary grounds and structural components presented in modern models of digital competence. The article examines modern international models of educators' digital competence, including The Global Framework for Educational Competence in the Digital Age (GFECDA), a reference model for teachers' activities and development in the 21st century. (ETF READY Model), the Digital Competence Framework for Educators (EDCF), the Digital Competence Framework in Higher Education (HeDiCom), and the AI Competence Frameworks for Students and Teachers. A comparative analysis of their structure, key competencies and disciplinary grounds is carried out. Based on the conducted research, a five-component structure of a teacher's digital competence is identified, including technological, pedagogical, cognitive, communicative and personal components. Particular attention is paid to the interdisciplinary interpretation of digital competence as an integrative system emerging at the junction of pedagogy, computer science, psychology, media communications, data analytics, ethics and social sciences.