Professional development and in-service training of teachers are the most crucial factors in improving the educational system and implementing educational reforms. These are designed based on adult education principles and enable the modernization of foundational knowledge and the enhancement of professional teaching skills. Professional development and in-service training take place in a digital environment through the use of digital technology. Such an environment enhances teachers' digital competencies and ensures flexibility, continuity, accessibility, expertise, and diversity, which are hallmarks of quality professional training. Teachers' motivation to use digital technologies is linked to their digital competencies, which can be a significant factor in the application of digital technologies in teaching. This paper explores the contribution of digital competence and attitudes towards professional development in the context of motivation to use digital technology in professional training. There is a correlation between the motivation to use digital technologies and digital competencies with attitudes towards professional training in a digital environment. Teachers who have advanced in their careers, especially those in higher positions, as well as teachers who frequently participate in professional training and possess both general and specific digital competencies, have a more positive assessment of professional training in a digital environment. General and specific digital competencies are crucial for integrating digital technologies into professional development and training. It has been confirmed that the rank and frequency of professional development in a digital environment are significant in the opinion of teachers about professional development in a digital environment. Values have been confirmed as the most significant factor in self-assessment of digital competencies, as well as attitudes towards professional training in a digital environment. Factors such as rank, participation in training in a digital environment, digital competencies in the context of using digital technologies in teaching, and a positive opinion about professional development in a digital environment have been confirmed as predictors of a positive attitude towards professional training in a digital environment. It is important to highlight that the pre-pandemic concept of professional development primarily involved conducting training in a physical environment. Despite this, teachers had digital competencies and used digital technologies in teaching even before the pandemic. The pandemic and post-pandemic concept of professional development have further emphasized the need to use digital technology in the area of professional development and training.