The article discusses various aspects of the organization of training of specialists in the field of information security on the basis of a cyberpolygon – a multifunctional software and hardware complex. The analysis of the essence of cyberpolygon as a computer learning technology within the framework of the digitalization of education and the formation of students' competencies, for example, digital culture and cyber hygiene, is given. Based on the analysis of the capabilities of the cyberpolygon for the training and retraining of specialists of various profiles, the requirements for the specifics of methods and means of training and assessment of their competencies are formulated. The problems of conceptual design of the educational content of the cyberpolygon, the need for a formalized description of the essence of competencies and their components, fixing cause-and-effect relationships for the scenario design of educational trajectories are discussed. Special attention is paid to the specifics of pedagogical design, the use of active and group approaches to learning, the need for role allocation in solving team tasks. New formal approaches to the conceptual design of the entities of competencies are proposed, taking into account this specificity, methods of automated distribution of participants by roles of educational projects and educational tasks, new conceptual models for assessing competencies based on covering them with suitable competence-oriented tasks. The proposed conceptual models formed the basis of the software architecture of the cyberpolygon information components for the management of educational trajectories and are presented at the level of design artifacts of the logical level of the cyberpolygon management system.

Keywords: cyberpolygon, information security, cyber hygiene, digitalization of education, digital culture, conceptual design, methods of automated distribution, competency assessment models, design artifacts