Sustaining the Ethical Quality of Teaching

The article reveals the possibilities of forming the moral and ethical qualities of a modern teacher based on the actualization of V. A. Sukhomlinsky’s pedagogical works. It is shown that the increasing role of information in the process of moral and ethical education of the younger generation requires the teacher to demonstrate new moral and ethical qualities that allow them to form an inclusive educational environment in educational organizations. It is emphasized that the role of a teacher who can successfully work in the information space, as well as with children with limited health opportunities, based on the principles of the pedagogical system proposed by V.A. Sukhomlinsky, becomes important in this process. The method of determining the requests of the teaching staff in the development of moral and ethical qualities is given.

The theoretical frameworks developed for, and applied to, the study of student transfer between higher education institutions build on evidence from Western contexts, specifically the United States. The current article contributes to understanding factors that drive student transfer in the Central Asian context, specifically that of Kazakhstan. Through inductive coding of qualitative interviews with undergraduate transfer students in Kazakhstan, this research identifies student-centred factors of social embeddedness, parental influence in higher education decision-making, evolving career choice awareness, strategies for academic success, the quality of teaching and relationship ethics with students. While these factors influencing student transfer in Kazakhstan align with the existing Western context-based literature, the data in this research offer a localized perspective on what these factors mean in the context of a contemporary Central Asian country.

In modern times, when the Ukrainian education system is undergoing reforms and integration into the European educational space, the important problem of preparing highly qualified teachers arises. To successfully implement the conceptual principles of the development of pedagogical education, it is necessary to activate the task of forming moral qualities in future teachers as examples for the imitation of moral behavior in the younger generation. Future teachers should become ethical authorities for their students and pupils, so it is important to ensure their readiness for systematic work on improving their own moral sphere. Solving these tasks requires activating the process of forming a moral and ethical culture in future teachers. Optimization of the educational process in the preparation of the younger generation, which should be worthy of the idea of building an open, humane democratic society, is impossible without solving the problem of improving the professional and moral-psychological training of the teacher for pedagogical activities. The necessity of improving the system of moral education in educational institutions, which plays an important role in improving the moral state of society, is undeniable. However, achieving this goal is only possible through the improvement of the process of formation of the moral culture of future teachers, who are potential representatives of the intellectual and managerial elite. Given that morality and ethics have real power that can change the situation to the same level as a concrete action, this becomes a necessary condition for success in improving the moral situation in society. The moral and ethical culture is of great importance for personal development as it promotes the formation of moral values and behavioral norms that are essential in the life of every individual. Special attention is given to the use of interactive teaching methods, which allow students to actively participate in the learning process and develop moral and ethical qualities. The article emphasizes the need to improve the qualifications of teachers in the issues of moral and ethical education of students. To achieve this goal, special seminars and trainings are necessary, which will help teachers better understand the problems and work more effectively with students. Overall, the article is dedicated to the pressing problem of forming moral and ethical culture of future history teachers, which is an important element of the professional preparation of educators. It contains important recommendations and practical advice for teachers and students who are preparing for future pedagogical activities.

This paper combines my teaching practice and interview survey for many years, overall investigates three-dimensional crossing relations of quality connotation in various aspects and constructs quality connotation standard that a qualified college English teacher should own: favorable ideological and ethical quality; favorable professional knowledge and smooth transformation of it to teaching practice; actively carry out scientific research which promotes teaching, and teaching drives scientific research; advance with the times, master and apply modern teaching technology and equipment. On this basis, this paper discusses factors restricting development f quality connotation of college English teachers.

This article explores the dialectical relationship between academic status and professional responsibility of university professors in Morocco, drawing on a qualitative sociological approach based on semi-structured interviews with twenty faculty members from diverse disciplines and institutions. The findings indicate that academic status is not merely determined by rank or seniority, but is constructed through the accumulation of scientific capital (peer-reviewed publications, doctoral supervision, and participation in research projects), alongside symbolic capital reflected in institutional and social recognition. Ethical integrity and teaching quality also emerged as key determinants of sustainable academic legitimacy. The study highlights the tension between the pursuit of international recognition—through publications and rankings—and the fulfillment of teaching, ethical, and societal commitments. These results underscore the specific dynamics of the Moroccan university, where maintaining academic status requires balancing scientific excellence, moral integrity, and meaningful societal engagement. Key words: Academic status; Responsibility; University professors; Morocco; Bourdieu; Weber; Castells. Received Date: July 19, 2025 Accepted Date: August 11, 2025 Published Date: August 30, 2025 Available Online at https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/434

In this chapter, I will propose two epochal key questions for Danish teacher education by providing a careful description of the background and reasons for each suggestion. I acknowledge that many other issues are also important and that future developments might render these key questions outdated. Nonetheless, they form what Thomas Højrup (2003) has termed a problematique, denoting insolvable but characteristic and formative questions and, in the context of Danish teacher education, are significant for the role of teachers today.<br/>1. With a departure in a combination of Klafki’s key questions of ‘the ecological crisis’ and ‘peace,’ I suggest an ethical awareness when teaching about global crises is addressed in Danish teacher education. The multiple world crisis forces teachers into an ethical dilemma of what and how to talk about these issues with the students. This issue concerns the development of teachers’ ethical awareness and judgment when pedagogically deciding the proportionality of how to present and discuss global crises (such as financial or ecological crises, pandemics, and war) without either traumatizing or harming students or mollycoddling them. In a survey of 13,679 children in 23 countries conducted by UNICEF, 41.2 % of respondents said they feared climate change (UNICEF, 2018), which, according to Susan Clayton (2020) and Maria Ojala (2012), can lead to mental health issues.<br/>2. With a departure from Klafki’s key question of ‘communication technologies,’ I suggest teachers’ critical uses of online teaching platforms, which threaten the teachers’ professional and ethical judgment. Online platform solutions have been mandatory but are now voluntary in Danish schools; meanwhile, research has criticized the intense digitalization in Danish schools, arguing that the autonomy of teachers is being lost, leading to a homogenization of teaching methods and narrowly steering teaching through performance appraisals. In an international review, Tamborg et al. (2017) documented issues with the implementation of online teaching platforms. Recently, the new Danish Minister of Education, Mathias Tesfaye, has entered the debate on digitalization in Danish schools, expressing a critical stance on the rise of computer-based teaching (Dresling, 2023). A similar tendency is seen in Sweden where the Minister of Education claims digitalization in schools is a failed experiment and will now invest in making learning materials on paper available to teachers (Edholm, 2022).

LANGUAGE NOTE | Document text in Chinese; abstract also in English.本文通過中國和美國的醫學生對同一個案例的不同看法，提出了醫學倫理學教育的本質問題，即如何實現醫學生的道德？作者根據芝加哥大學臨床倫理中心和北京大學醫學倫理學教研室工作的實際情況繪出了兩個單位的工作示意圖，基於此，作者嘗試對北京大學和芝加哥大學醫學倫理學教育和實踐械制進行比較研究。總的來說，無論是從學生入學時的年齡和學生對學醫目的的明確上，還是從醫學倫理學的教學方法上，以及學校在醫學倫理學的教育體制等方面，二者都存在很大的差別。我國的醫學倫學教學雖然已經比較普及地進行案例教學。但案例教學若想深入下去還是比較困難的，若不成功，非常容易使學生得出學習醫學倫理學之後沒有什麼長進的感覺，表面上看是因為學科本身的對案例分析沒有明確答案的原因，但本質上是教師在引導學生思考的方式、角度和啟發性存在問題，沒能真正提高學生分析和解決問題的能力。所以，本文提出了我國的醫學倫理學教育是個系統工程，需要在案例分析方法、教師的素質本身的提高、帶教老師的倫理學培訓、教師與醫生聯合進行課題申請和研究、醫院成立醫院倫理委員會和IRB兩個與倫理學有關的職能部門等方面必須加強，也開展定期的發生在醫院內的案例討論，這樣既可以使醫學倫理學教學和科研人員能通過正常渠道進入醫療實踐中，充分實現醫學倫理學的實踐性，並反映到醫學倫理學的教學中，也能在醫學生的培養、醫學生成為醫生之後的繼續教育等方面取得突破性進展。Based on the fact that medical students at Peking University and at the University of Chicago have different moral responses to a case of medical ethics, this essay raises a question regarding the education of medical ethics: how can medical students realize their medical morality? It firstly offers a general introduction to the distinct working systems of the Center of Clinical Ethics at the University of Chicago and the Teaching and Research Office of Medical Ethics at Peking University Health Science Center. Then it compares the essential differences of the two institutions in their working systems. Generally speaking, there exist differences between the two institutions in the age of students at medical school, their objectives of choosing to study medicine; methods of medical ethics teaching, and education systems. In particular, even though case study as an important educational method is used commonly in current China, it is difficult to deepen the content and strategy of the teaching. Sometimes students think they have not learned anything from the teaching of medical ethics. Simply speaking, it is because there are no fixed, black-or-white answers to many cases used in the course. More essential reason, however, lies in the quality of medical ethics teachers themselves. They often cannot do a good job on the way of teaching and fail to lead students to think carefully. As a result, they cannot assist students to improve their ability to analyze and resolve ethical issues. The essay concludes that education of medical ethics is a systematic moral engineering. It should be paid attention not only to the effective methods of teaching (such as case analysis) and the promotion of the quality of medical ethics teachers, but also to the combination between medical ethics teachers and physicians in clinical practice, and the establishment of hospital ethics committees and IRBs. The essay recommends that Chinese medical ethics teachers, hospital managers and university administrators should appreciate the importance of medical ethics education and help medical ethics teachers and researchers go into practice through certain routine channels, strengthen the training of the humanities on the side of medical ethics teachers, and at the same time make good progress in the continuous ethical education of physicians.DOWNLOAD HISTORY | This article has been downloaded 12 times in Digital Commons before migrating into this platform.

The article reveals the importance of the educational (formative) aspect in the process of pedagogical practice by students of pedagogical specializations in higher educational institutions. Attention is focused on the importance of integrating professional training with the development of moral, ethical and civic qualities of future teachers, which is manifested in the process of practice. The main directions of the formative influence of this aspect of activity are identified, such as the development of professional responsibility, the cultivation of ethical culture, the role of mentoring and self-reflection in the personal and professional growth of future teachers. It is emphasized that real pedagogical situations that students encounter during practice in educational institutions of various levels have a powerful educational potential, contributing to a deeper understanding of the role of a teacher in society. The authors note that in the context of modern educational challenges - in particular, digitalization, inclusion and multiculturalism - the formative component of pedagogical practice becomes even more relevant. The article substantiates the need to update the content and approaches to the organization of pedagogical practice in higher education in order to harmoniously combine its focus on the formation of relevant competencies for high-quality teaching of academic disciplines with the education of a highly moral and responsible future teacher. Promising areas of further research in the context of the topic under consideration are: development of models for integrating education into production practice; research into the role of emotional intelligence and reflection in the professional development of a teacher; study of the experience of mentoring as a tool for forming a professional and moral position; formation of national and civic values in the context of practice; digital technologies and education in practical teacher training; monitoring the effectiveness of the educational impact of practice.

‘The good teacher’ is an archetypal concept; a topic of discussion in various philosophical and educational theories which expresses an ideal, while in reality is composed of many qualities and a variety of contents. This study is unique in its investigation of the similarities and differences in the perception of the good teacher among a wide population, focusing on two aspects – ethnicity and gender, as outlined by interviewees from four groups in Israeli society: Jewish men, Jewish women, Arab men, and Arab women. The research investigated whether the ethno‐cultural or the gender component better explains the differences in the perceptions of these qualities and whether interaction exists between the two components. Findings obtained from 377 adults born in Israel were analyzed after they had described the preferred characteristics of the good teacher in reply to open questions in a telephone survey which was conducted among a representative sample of the Israeli population. A content analysis of the replies revealed three super categories of qualities attributed to the good teacher: an individual with teaching knowledge, an educator and a person of values who maintains good teacher–pupil relations. The research indicated that perception of the qualities of a good teacher is culturally dependent. The ethno‐cultural origin of the group was dominant in explaining differences in attitudes towards the qualities of the good teacher and not the gender group. While Arab‐Israelis gave clear and quite uniform preference to the ethical character of the good teacher, the Israeli Jews preferred a more heterogeneous image of the qualities of a good teacher with the leading quality of positive interaction with the pupils. The research discusses the implications of the findings regarding the Israeli educational system and its ramifications for the process of teacher training in Israel, as in other multicultural societies in the world.

As an important constituent force of university education and teaching, the professional moral quality of foreign language teachers in colleges and universities will have a very great influence on the professional moral factors of college students and, at the same time, the improvement of their teaching quality will have a very significant impact on the overall development of students. Since the occurrence of the new crown pneumonia epidemic in 2020, many foreign language teachers in colleges and universities have diversified their teaching methods and in such a context, strengthening the professional and ethical quality of foreign language teachers in colleges and universities has a very important impact on the professional development of teachers. In order to better improve the level of education in colleges and universities and to better promote students’ development, this paper explores foreign language teachers in colleges and universities play a certain developmental role in helping the professional development of college foreign language teachers.

The article examines the socio-pedagogical conditions for forming readiness for the patriotic education of youth in the context of modern society. Attention is focused on the need to cultivate patriotic values among young people, especially future teachers and social workers, who play a key role in educating the younger generation. The main aspects of forming readiness for patriotic education are analyzed, such as the development of national self-awareness, the cultivation of civic responsibility, the development of moral and ethical qualities, the creation of a favorable socio-pedagogical environment, the training of teachers and social workers, and the use of modern technologies. Specific ways to implement each aspect are considered, including organizing patriotic events, involving young people in volunteer activities, and using digital resources and modern technologies. The challenges faced by teachers and social workers in forming readiness for the patriotic education of youth are identified, such as the impact of information warfare, the spread of disinformation, the low level of civic engagement among young people, and insufficient teacher training. Ways to overcome these challenges are proposed, including enhancing teacher qualifications, developing and implementing innovative patriotic education programs, engaging young people in active participation in public life, and using modern technologies to disseminate patriotic content. The importance of the role of teachers and social workers in cultivating patriotic values among young people is emphasized, as they serve as role models and play a key role in educating the future generation. Prospects for further research are identified, including studying the effectiveness of various methods of patriotic education, developing and testing innovative programs, and investigating the impact of modern technologies on the formation of patriotic values among young people. The article underscores that forming readiness for the patriotic education of youth is an important task that requires a comprehensive approach and the joint efforts of all participants in the educational process.

According to the teaching innovation goal of “cultivating comprehensive talents” in international education, various topics that need to be answered in the development of Wushu teaching are selected. Using the methods of literature review and theoretical logic analysis, this paper clearly puts forward the latest idea of establishing the core quality framework system of Chinese traditional national physical education curriculum. The main research results point out: First, the core quality system of Chinese traditional national sports curriculum is mainly composed of three levels of martial ethics quality, martial arts quality, and health quality, including six basic elements. Secondly, the cultivation of martial arts morality attaches great importance to stimulating students' interest in martial arts, and advocates that students internalize martial arts morality in martial arts practice and comprehensive teaching of historical and humanistic education. The training strategy of martial arts quality is to cultivate students' panoramic and in-depth martial arts sports ability; the training strategy of quality is not only to pay attention to the design and dissemination of “characteristic” localized health professional knowledge. In addition, it is necessary to realize the comprehensive shaping of health care behavior of school teachers in the process of integrating skills and life. Therefore, in view of the teaching concept and teaching quality, this paper proposes a Wushu Sanda teaching mode based on computer data analysis, which can guide students from different aspects and greatly promote the development of Wushu Sanda education.

Background According to the status of ethics in medical education and owing to the students’ talent and rational spirit, it seems that the education system, despite the emphasis on courses such as medical ethics, should focus on the improvement of teaching quality of Islamic education and explanation of religious concepts, since emphasis on increasing the quality of Islamic education leads to the promotion of medical ethics. Objectives The current study aimed at evaluating the impact of courses on Islamic education and religious concepts on the promotion of medical ethics among the students of Kerman University of Medical Sciences, Kerman, Iran. Methods The current descriptive cross sectional study was conducted on 5831 students of Kerman University of Medical Sciences as the statistical population in the academic year of 2016 - 2017. Using the Morgan table, 360 subjects were selected as the study sample using stratified random sampling method. In order to collect data, a standard questionnaire, which its reliability was confirmed by Cronbach’s alpha coefficient, was used. Data were analyzed using structural equation modeling with AMOS software. Results Structural equation modeling was used to analyze the data and test the hypotheses. The models could explain the measurement indices, and based on the adopted method, the fitting indices of the measurement models showed the acceptability of the measurement models for Islamic education, religious concepts, and medical ethics. Conclusions In addition to the content-related relationship with medical ethics, the Islamic education promotes ethics in the target community and has a direct impact on the education of medical ethics. Also, the explanation of religious concepts has a major impact on the promotion of the quality of medical ethics, since religious concepts, as students' subjective presuppositions, help them to better understand the content of medical ethics. By the evaluation of the research hypotheses, a direct relationship was observed between the education of Islamic education and promotion of medical ethics. Accordingly, a relationship between the religious concepts and the promotion of medical ethics was also confirmed. The course of Islamic education has a lower impact on medical ethics compared with that of religious concepts. The attention paid by the medical education system to the results of data analysis leads to an increase in the quality of Islamic education course offered to the students.

The article examines various aspects of ethical leadership, an important element of pedagogical activity that improves the interaction between teachers and students, forms positive interpersonal relationships, and has a significant impact on the effectiveness of student learning and development. It has been established that insufficient awareness of ethical principles by teachers can lead to various problems in the educational process, as well as negatively affect the promotion of students’ academic achievement. The styles, evaluation criteria and aspects of ethical leadership that penetrate all spheres of life and serve as an important factor in self-improvement, justice and responsibility of the individual have been defined. The principles of development of ethical leadership qualities of teachers have been substantiated, the various methods and conditions of their formation, that are related to the processes of self-organization and self-development, have been experimentally tested. The importance of developing leadership qualities in the pedagogical communication of secondary school teachers has been emphasized.

Under the wave of the age of digital intelligence, the teaching of the course "Capital Operation" ushers in the opportunity of change and many challenges. This study takes digital intelligence as the core and explores the teaching reform practice of the course in depth. On the one hand, Course team fully integrate big data, artificial intelligence and other cutting-edge digital technologies to create a rich and diversified teaching resource library and platform, which provides a large amount of accurate and practical teaching materials and cases for the course, and helps students understand the theoretical essence and practical points of capital operation in depth and intuitively. On the other hand, with the help of digitalized teaching tools, the teaching methodology has been innovated to stimulate students' enthusiasm and participation. In addition, Course team emphasize the organic integration of ethical and moral education and professional education in the course teaching, and in the process of teaching professional knowledge and skills of capital operation, Course team guide students to think deeply about the ethical and moral norms and social responsibilities in capital operation activities, and cultivate their professional ethics of adhering to the moral bottom line and following the legal norms in the complex business environment. Practice has proved that Digital Intelligence EmpoCourse teamrment has not only promoted the innovation of the teaching mode and the improvement of the teaching quality of the Capital Operation course, but also facilitated the synergistic development of students' professionalism in capital operation, their ability to apply digital intelligence and their ethical and moral qualities.