The article analyses why ethno-cultural competence is essential for preservice vocal teachers. It is substantiated by the requirements outlined in the Higher Education Act (Ukraine, 2014), Education Act (Ukraine, 2017). They request that the higher education institutions in Ukraine ensure that Ukrainian national ethnic culture is preserved and passed on to the future generations. The importance and the priority of national culture are emphasized by the current state of war in which Ukraine has been since February 24, 2022. At this momentum, the national strategy of educating young people must be based on Ukrainian’s culture and values. The modern context in which preservice vocal teachers’ training takes place requires changes in the content to empower ethnocultural competence, focusing on Ukraine’s national values, traditions, cultural heritage, and historical memory. The article analyses the content potential in the masters’ Music Art program regarding the preservice vocal teachers’ ethno-cultural competence. One of the pedagogical conditions ensuring quality results is the integration of ethnocultural content into the Musical Art program subjects. It could be done by integrating the ethnocultural issues into the mandatory and optional courses subject matter or by introducing new courses solely covering the ethnocultural issues. To provide effective ethnocultural competence training to students of 025 Music Art major a practical guide was developed. It provides support in teaching preservice vocal teachers to develop the ethnocultural competence and to become competent in issues related to Ukraine’s culture, ethnocultural values, ethnocultural knowledge as well as the world’s culture. Thus, the master courses including of Professional Teaching Methodology in Institutions of Higher Education (special musical instrument, vocals, choral disciplines), Music culture of Transcarpathia, Contemporary Music, Music Improvisation, and Field Practice were supplemented by the material on ethnocultural issues. It was also argued that since the creation of high-quality educational content depends on the teacher, in the modern digital environment, the quality of educational content depends on the preservice teacher’s digital literacy. Student-teacher interaction and cooperation depend on the teacher’s digital competence level. Digital technologies are likely to be a means of involving students into innovative and creative activities thus ensuring professional and personal self-expression and self-realization. Digital art is considered the most effective means of renewing the creativity and innovation. It is also necessary to modernize the higher education institution environment and create an ethnocultural atmosphere that empowers students, instills national and patriotic spirit in students, and reinforces spiritual and moral values.

У статті проаналізовано проблему формування змісту підготовки здобувачів другого (магістерського) рівня вищої освіти за спеціальністю 025 Музичне мистецтво. З’ясовано сутність понять “культура” й “етнокультура”. Зосереджено увагу на залежності витлумачення терміна “етнокультура” від значення лексеми “етно”. Наголошено, що інтеграція етнокультурного змісту в освітні компоненти фахової підготовки майбутнього фахівця спеціальності 025 Музичне мистецтво уможливлює ефективність формування етнокультурної компетентності майбутнього викладача вокалу. Представлено практичний порадник для розширення спектру методологічної та практичної обізнаності з формування етнокультурної компетентності майбутнього викладача вокалу в процесі фахової підготовки.