The article deals with some pedagogical aspects of the digitalization of education. As it is shown in the article, the problem of digital education has been systematically analyzed and discussed for the last two decades by various analysts, researchers, and experts. Most of them consider the transition of education into its digital stage as the greatest turning point in the history of civilization and its culture. At present, teachers are facing quite new educational and pedagogical functions. The idea of a digital teacher as the leader of digital educational activity is in the focus of the analysis presented in the article. Educational platforms, online courses, digital textbooks, etc. influence on the transformation of the educational environment. Education is becoming more personalized. The content of teaching and learning is being changed radically according to its new values, meanings, orientations, as well as educational and pedagogical discourses. It is stressed in the article that teacher’s digital skills and competencies should be identified as the key professional pedagogical skills and competencies for his or her life-long learning, professional development and professional growth due to the challenges of the 21st-century knowledge, information and innovations society and education. To fulfill a system of professional-pedagogical and educational functions more effectively and to guarantee the optimal implementation of information and communication technologies (ICTs), it is quite necessary for teachers to have adequate skills and competencies that characterize his or her digital professional culture of teaching.

Introduction. The themes of good and evil, familiarizing the younger generation with the universal values of Good, Truth, and Beauty have been in the focus of the world pedagogical and ethical thought since ancient times, but are especially relevant in the modern era of the postmodern discrediting of all standards. The research purpose is to form a more complete theoretical understanding of the problem of the formation of children’s moral culture in the light of the Christian-anthropological worldview and the patristic doctrine of virtues. Materials and methods. The study was conducted using general scientific theoretical methods: hermeneutic analysis, generalization, synthesis, abstraction, induction and deduction, interpretation of results. Results. As a result of the study, the following definition of the phenomenon of “moral culture” in the context of the Christian-anthropological worldview was given. Moral culture is a system of moral and ethical guidelines and personality traits based on absolute moral values and Christian virtues: abstinence, chastity, mercy, meekness, joy, courage, humility, and love. Moral culture is manifested in the moral behavior and actions of a person and determined by the moral consciousness of an individual striving for self-improvement, heartfelt purity, and good deeds – through the feat of Christian life, overcoming vices and passions. Researchers come to the conclusion that the highest Christian virtue – sacrificial love for God and people – is impossible without the virtue of humility, which is considered in moral theology as a measure of holiness, the foundation of the entire structure of a person’s spiritual and moral life. Discussion and conclusion. Moral culture formation is of intimate and discrete nature, it continues throughout a person’s life, representing its highest goal and ideal. Morality cannot be formed, assimilated exclusively by external influence, it is based on the individual autonomy, the synergy of a person’s own efforts, and the action of Divine grace. Researchers conclude that moralization and moral terror are unacceptable in the formation of children’s moral culture. The research results can be taken into account in the practical activities of teachers working in Orthodox general education and weekend schools, as well as in family education.

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