A competency-based approach to education has become central in discussing and assessing the quality of education. Competency is vital for any individual to cope successfully with challenging tasks in his/her professional, social and private life and achieve the goals set. In order to practically implement the approach in higher education institutions, it is necessary to understand what competencies are required by the labour market and what their structure is, as well as to select or develop models or frameworks for describing these competencies. One of the most relevant competencies in the modern world is digital competence which implies knowledge and skills to use information and communication technology (ICT) to achieve professional, social and personal goals. Although the need for developing digital competence is actual for specialists in any field, the definition of its structure for ICT professionals is mainly ignored. Therefore, it can hinder the development of quality educational programs and prevent graduates from being equipped with the necessary skills and knowledge. This study applies a systematic literature review to answer three research questions concerning the types and structure of digital competence of ICT professionals, the developed models and frameworks of digital and professional competence of ICT specialists, and the representation of digital competence in the existing competence frameworks and models. The research results offer the conceptualisation of digital competence for ICT specialists. It includes transversal digital competence, general professional digital competence, and specific professional digital competence, together with indicating an appropriate framework for each of the competence types mentioned.