Conflict competence of teachers in the digital educational environment: foreign experience and its applicability in the context of Russian research

<p><strong>Context and relevance.</strong> The digitalization of education transforms the forms of interaction between teachers and students, increasing the risks of conflict situations. In foreign academic literature, there is no unified theoretical approach to the study of teachers’ conflict competence in the digital educational environment, which highlights the need for systematization of knowledge and identification of applicable practices. <strong>Objective.</strong> The aim is to analyze foreign approaches to understanding teachers’ conflict competence in the digital educational environment and to determine their applicability within the context of Russian research. <strong>Hypothesis.</strong> Contemporary foreign research has not developed a unified theoretical framework for conflict competence in the digital educational environment. Studies in this area are fragmented and unsystematic, and the terminology related to this issue remains insufficiently elaborated and specified, which requires adaptation when applied in Russian scientific practice. <strong>Methods</strong><strong> and materials.</strong> A bibliometric analysis (including the number of publications, authorship, affiliation, keywords, and other metrics) of English-language scientific publications from 2020 to 2024 was conducted. <strong>Results.</strong> The analysis revealed that in foreign studies, conflict competence is most often considered as a component of emotional and communicative competence. Primary attention is given to practical conflict resolution strategies, digital mediation practices, as well as individual and cross-cultural determinants of conflict behavior. The presented models and approaches can be integrated into Russian research and educational programs. <strong>Conclusions.</strong> Foreign experience can be productively used to expand the methodological tools and frameworks of Russian studies on teachers’ conflict competence, particularly in terms of practice-oriented solutions and the development of soft skills within the digital educational environment.</p>