Ensuring the Process of Formation of Moral and Ethical Culture of a Future Art Teacher
Ensuring the Process of Formation of Moral and Ethical Culture of a Future Art Teacher

Summary/Abstract: This study investigates the formation of moral and ethical culture in future art educators, recognizing this dimension as integral to their professional identity and educational effectiveness. While the importance of ethics in teacher education is widely acknowledged, the practical implementation of ethics training remains inconsistent, especially in the context of art education. Using a mixed-methods design, the research combines quantitative survey data (N = 127) with qualitative focus group insights to assess the perceived importance, frequency, and effectiveness of ethical training in art teacher programs. Results highlight a strong consensus on the value of ethics education, particularly among student-teachers, yet reveal limited formal instruction and reliance on sporadic or incidental discussions. Thematic analysis uncovers key gaps in curricular integration and emphasizes the effectiveness of experiential learning, mentorship, and structured reflection in fostering ethical sensitivity. The study proposes that systematic inclusion of ethics modules, mentorship schemes, and community-based projects can significantly enhance the ethical competencies of future art teachers. Additionally, in light of the digital transformation of education, the article advocates for incorporating technoethical awareness into training programs to prepare teachers for ethical challenges in AI-mediated learning environments. Empirical findings support calls from global literature for teacher education reform that integrates ethical reasoning as a core component, blending theoretical, emotional, and practical learning strategies. This research contributes to both national and international discourses on teacher professionalism, offering specific recommendations for curriculum design and policy. The Ukrainian experience is positioned within a global context, illustrating how ethical formation can respond to contemporary social, technological, and cultural demands. The study concludes that cultivating moral and ethical culture in art educators requires a multidimensional, reflective, and practice-oriented approach that empowers teachers to guide students not only artistically but ethically.

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