DEVELOPMENT OF MORAL VALUES OF FUTURE TEACHERS IN THE SPACE OF DIGITAL EDUCATION
DOI:
https://doi.org/10.59787/2413-5488-2026-53-1-%25pKeywords:
critical thinking, technology assimilation, formation of moral values and reference points, model of moral judgement developmentAbstract
Over the years, integrating moral values into pedagogical practices through online platforms has received significant attention as the teaching-learning process has been transformed by digital technology. It becomes needful to systematically study how future teachers develop moral values through digital technologies. This systematic review followed PRISMA guidelines by searching research published in Web of Science, ScienceDirect, Scopus and ERIC; these studies were published between 2020 and 2025. In addition, the framework analyzed and synthesized results from 10 research studies on online pedagogical approaches, theoretical frameworks, possible outcomes, and facilitators and problems associated with moral development. The results show that virtual simulations, structured digital discussions, and case-based learning are the key approaches. The predominant theories are Rest’s Four Component Model and Kohlberg's cognitive development theory. Virtue ethics and care ethics receive less attention. Research that measures ethical reflection quality, moral judgments, and professional values most often does not assess long-term retention or the possible outcomes of behavior. Nevertheless, this systematic review shows that digital platforms promote moral education worldwide. These results inform policy-making, educational technology, and teacher education programs.
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