MODERN INFORMATION AND COMMUNICATION TECHNOLOGIES AS A CATALYST FOR THE DEVELOPMENT OF THE MORAL-ETHICAL CULTURE OF THE PROSPECTIVE HISTORY TEACHER

The article examines the role of modern information and communication technologies (ICTs) as a catalyst for the development of the moral-ethical culture of future history teachers. The potential of ICTs in shaping the key components of this culture is analysed. It is determined that access to a wide variety of historical sources through ICTs fosters critical thinking, objectivity and intellectual honesty. The introduction of interactive and activity-based teaching methods via digital tools promotes the formation of empathy, tolerance and constructive dialogue skills. Particular attention is paid to the influence of ICTs on strengthening civic responsibility and patriotism among prospective teachers through their active digital engagement, especially in counteracting disinformation. The study also highlights the role of technology in developing reflective abilities and ethical self-analysis. It is substantiated that ICTs are not merely a means of knowledge transmission but a powerful factor in nurturing a morally mature and responsible history teacher capable of effectively shaping values in future generations. Modern information and communication technologies permeate all spheres of education, acting as a powerful catalyst for change in teacher preparation. Under the conditions of societal digitalisation, the pandemic and wartime challenges, Ukrainian higher education was forced to rapidly adapt the educational process to online formats. Simultaneously, greater emphasis is placed on cultivating values and ethical norms in future educators—an essential foundation of moral-ethical culture. At the World Economic Forum (Davos, 2023) among the top ten future skills were not only analytical and creative thinking, technical literacy and adaptability, but also empathy and active listening—qualities directly related to an individual’s moral-ethical attributes. This underscores the urgency of developing teachers’ moral-ethical culture in the digital era. This article presents an in-depth analysis of the role of modern ICTs in fostering the moral-ethical culture of future history teachers in Ukraine. It considers the theoretical foundations of the concept of a teacher’s moral-ethical culture, examines the latest digital tools used in the training of historians, summarises practical experience from Ukrainian educational institutions, evaluates the impact of ICTs on the formation of core moral-ethical competencies (critical thinking, empathy, tolerance, academic integrity, civic responsibility) and offers recommendations for integrating ICTs into curricular programmes to advance moral-ethical culture.