Sociocultural identity and spiritual-moral development of future teachers: ethical dialogue and social design in conditions of existential instability

Abstract

The article is devoted to the spiritual and moral development of future teachers in a situation of existential instability caused by the events of 2022-2026. The authors describe the use of ethical dialogue and social solidarity projects in working with students of pedagogical specialties. The theoretical basis is the cultural-historical concept of L.S. Vygotsky and Russian religious and philosophical anthropology (N.A. Berdyaev, I.A. Ilyin, S.L. Frank). Ethical dialogue allows students to reflectively analyze moral dilemmas, confront different value perspectives, and go beyond dogmatic attitudes. Social design ensures the exteriorization of internal meanings: moral principles are tested in real activities aimed at supporting the families of participants in the Special Military Operation, creating educational modules, and implementing media projects. An approach is presented that integrates dialogical and project practices into the educational system of a pedagogical university. The article presents a model of the formation of the sociocultural identity of future teachers, which is subsequently proposed for implementation at a university. The structure of this model highlights the main components of identity, which are stable pedagogical categories in the context of a dynamically developing society and form the basis for the spiritual and moral development of an individual. The model is supplemented with dynamic elements that allow modular inclusion in the educational process, and with a description of the successive stages of its implementation at a university: needs diagnostics, goal setting, role distribution, implementation, monitoring and reflective analysis.