The study investigates the relationship between pedagogical and technological competence and digital literacy levels among primary school teachers in Kazakhstan. It uses data from 223 teachers in Almaty, employing the Digital Literacy Scale, Pedagogical Competence Scale, and Technological Competence Scale. T and F tests were used to compare competencies based on gender and professional seniority, while multiple regression analysis examined the relationships between variables. Results showed that primary school teachers had high pedagogical competence but moderate digital and technological competence. Male teachers had higher digital and technological competence, while female teachers had higher pedagogical competence. Multiple regression analysis indicated that digital literacy significantly predicted pedagogical and technological competence. The study highlights the importance of digital literacy and technological skills for effective teaching in the digital age. Teachers need to develop these skills to meet the demands of modern education. The findings suggest that gender and professional seniority influence teachers' competencies, with male teachers generally performing better in digital and technological areas. The study also emphasizes the need for professional development to enhance teachers' digital literacy and technological competence. The research contributes to understanding the factors affecting teachers' competencies and the importance of integrating technology into education. The study's limitations include a small sample size and potential biases due to individual and environmental factors. Future research should explore larger samples and include diverse regions and educators to generalize findings. Overall, the study underscores the critical role of digital literacy and technological competence in modern teaching practices.The study investigates the relationship between pedagogical and technological competence and digital literacy levels among primary school teachers in Kazakhstan. It uses data from 223 teachers in Almaty, employing the Digital Literacy Scale, Pedagogical Competence Scale, and Technological Competence Scale. T and F tests were used to compare competencies based on gender and professional seniority, while multiple regression analysis examined the relationships between variables. Results showed that primary school teachers had high pedagogical competence but moderate digital and technological competence. Male teachers had higher digital and technological competence, while female teachers had higher pedagogical competence. Multiple regression analysis indicated that digital literacy significantly predicted pedagogical and technological competence. The study highlights the importance of digital literacy and technological skills for effective teaching in the digital age. Teachers need to develop these skills to meet the demands of modern education. The findings suggest that gender and professional seniority influence teachers' competencies, with male teachers generally performing better in digital and technological areas. The study also emphasizes the need for professional development to enhance teachers' digital literacy and technological competence. The research contributes to understanding the factors affecting teachers' competencies and the importance of integrating technology into education. The study's limitations include a small sample size and potential biases due to individual and environmental factors. Future research should explore larger samples and include diverse regions and educators to generalize findings. Overall, the study underscores the critical role of digital literacy and technological competence in modern teaching practices.