The paper emphasizes the importance of using digital content in the implementation of course syllabi at universities. The authors stress the universal nature of digital technologies in teaching disciplines of various cycles (natural sciences, exact sciences, and socio-humanitarian disciplines). The transition to digital didactics (theory and methodology of teaching) makes it necessary to incorporate relevant technologies into instruction, to master innovative Internet technologies by teachers, and to develop the corresponding competencies among students. This trend affects all processes in higher education and is reflected both in teaching activities and in the documentation that supports them. Working programs of various disciplines are no exception: digital content is integrated into lectures, practical and laboratory classes, as well as into assessment tools. The main directions of integrating digital content into work programs are analyzed, including sections, implementation formats, and the period of inclusion. Such technologies have many advantages; therefore, their inclusion in working programs and their implementation is relevant and in demand. At the same time, while integrating traditional and digital methods into the content of various disciplines, it is necessary to take into account their specific features, as well as the risks and problems associated with their use.