THE RELEVANCE OF FORMING VIRTUAL COMMUNICATION SKILLS IN FUTURE EDUCATORS BASED ON DEONTOLOGICAL APPROACHES IN THE ERA OF DIGITALIZATION
DOI:
https://doi.org/10.47390/ydif-y2026v2i13/n22Keywords:
digitalization, virtual communication, deontology, pedagogy, professional ethics, online ethics, privacy, teaching methodology, simulations, pedagogical competencies.Abstract
The acceleration of digitalization has led to the widespread adoption of virtual communication in educational institutions, increasing the need to develop future teachers’ communication skills grounded in a deontological approach. This article provides a theoretical and practical analysis of developing virtual communication competencies among prospective educators based on professional ethics. It examines features of digital learning and online interaction, the role of deontology in teaching practice, and common ethical dilemmas in virtual environments. Key deontological components are identified: ethical written and oral communication, privacy and data protection, obtaining consent, maintaining professional boundaries, fairness and inclusivity, and responsibility and accuracy of information. Methodological recommendations are proposed for teacher preparation: integrating deontological communication modules into curricula, practical simulations and case studies, reflection and mentorship, portfolio-based assessment and 360° feedback. Organizational measures are outlined, including ethics codes, platform settings, monitoring and support mechanisms. The paper concludes that forming virtual communication skills on a deontological basis is critical for educational quality and teachers’ professional reputation, and suggests future research directions such as effectiveness evaluation and cross-cultural adaptation.
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