The article is devoted to a comprehensive analysis of the age-related features of digital competence in the context of accelerated digitalization of social and economic processes. The relevance of the study is determined by the need to ensure equal access of different age groups to digital resources, educational opportunities and social services. The paper considers theoretical approaches to the interpretation of digital competence as an integrative characteristic of a personality, including informational, communicative, technical, critical-analytical and security components. Based on the comparative analysis, differences in the level, structure and motivational bases of digital activity of children, youth, middle-aged and elderly people are revealed. Special attention is paid to the problem of digital inequality and the influence of cognitive, social and institutional factors on the formation of digital skills. The necessity of developing age-differentiated educational strategies and introducing the principles of continuous digital learning as conditions for the sustainable development of human capital and social integration of the population into the digital environment is substantiated.