Keywords
development of moral qualities
structural-functional model
pedagogical conditions
future teachers
How to Cite
Abstract
Abstract. The article addresses the problem of forming moral qualities of future teachers under martial law, digitalization of the educational process, and the integration of the national system into the European educational space. The necessity of improving approaches to the moral training of future teachers, taking into account the challenges of the digital environment and modern requirements for the teaching profession, is substantiated. A structural-functional model for forming moral qualities of future teachers in a higher education institution has been developed, which covers four interconnected components: methodological-target, content, procedural-technological, and evaluative-diagnostic. The sequence of their implementation is defined – from awareness of moral values to their consolidation in professional behavior. The organizational-pedagogical conditions for implementing the model are substantiated: integration of moral education into professional training; systematic diagnostics; use of active teaching methods; combination of traditional and digital forms; stimulation of students' self-development. Particular attention is paid to the virtue-oriented approach and the ethical risks of digitalization. A comparative analysis of domestic and international studies has confirmed the feasibility of combining traditional pedagogical approaches with digital tools and adapting international experience to Ukrainian realities. The novelty of the study lies in the systematic representation of components, pedagogical conditions, and mechanisms for forming moral qualities of future teachers within a holistic structural-functional model. The proposed model can be used in the educational process of higher pedagogical education institutions for the systematic formation of moral qualities of future teachers.
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Thornberg, R. (2013). Teachers’ views on values education: a qualitative study in Sweden and Turkey. International Journal of Educational Research, (59), 49–56. https://doi.org/10.1016/j.ijer.2013.03.005 (in English).
Tian, X., & Tang, Y. (2025). The Long-Term Impact of Moral Education on College Students’ Psychological Well-Being: A Longitudinal Study Revealing Multidimensional Synergistic Mechanisms. Behavioral Sciences, 15(2), 1-22. https://doi.org/10.3390/bs15020217 (in English).
Yazdani, S., Ahmadiasl, F., & Nourmohammadi, O. (2026). Developing Virtue-Based Education in School: identifying prominent affecting factors. Journal of Philosophical Investigations, 19(53), 627–654. https://doi.org/10.22034/jpiut.2026.69743.4273 (in English).
Zhao, Y., Zhao, M., & Shi, F. (2024). Integrating moral education and educational information technology: A strategic approach to enhance rural teacher training in universities. Journal of the Knowledge Economy, (15), 15053–15093. https://doi.org/10.1007/s13132-023-01693-z (in English).
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