The research explores a complex of pertinent issues concerning the professional training of green personnel in higher educational institutions by utilizing information and communication technologies (ICT). The relevance of enhancing the professional preparation of ecology experts is substantiated by the necessity to elevate the prestige of environmental sector professionals, ensure the quality of specialists' training, and enhance their competitiveness in the labor market. Furthermore, the use of ICT is advocated for organizing a comprehensive educational process in preparing specialists in the field of ecology. The research is based on a comprehensive examination of the structural components, criteria, and indicators of the readiness of future ecology experts for professional activities through the application of ICT. It is emphasized that incorporating ICT in professional training enhances the motivation for learning and stimulates the cognitive interest of future specialists. In the realm of professional ecological training, the use of ICT is deemed most expedient in addressing current challenges in ecological education. Moreover, integrating naturalistic and humanitarian directions in contemporary ecological education based on ICT learning technologies enables one to maintain interest in and curiosity about the academic discipline. It unleashes the creative abilities of the student body and awakens creative inclinations for further development. The conducted analysis indicates that the professional training of green personnel in higher educational institutions, employing information and communication technologies, makes resolving a range of pertinent issues possible. Specifically, it facilitates the improvement of students' independent work skills in researching ecological problems and provides opportunities to devise unconventional solutions and draw conclusions about their consequences. [For the complete volume, "University 4.0 and Educational Technology for Sustainable Development: Best Practices and Perspectives in Russia and Central Asia. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 75," see ED675741.]