Formation of students' moral competence in the process of studying psychological and pedagogical disciplines

Abstract

The article explores the theoretical and practical dimensions of forming students' moral competence within the framework of studying psychological and pedagogical disciplines. It defines "student's moral competence" as a resource-based personal quality that integrates moral awareness, the capacity for self-determination within a system of values, and the ability to act ethically in diverse life situations. The structure of this phenomenon is identified through three core components: cognitive-analytical, value-orientated, and reflexive-active. This study substantiates a pedagogical strategy aimed at expanding moral knowledge, interpreting ethical values, and developing self-knowledge tools. The efficiency of this process is ensured by a set of organizational and pedagogical conditions: the realization of the axiological potential of curriculum subjects, the creation of situations that stimulate a social-perceptive communication style, and the organization of an "animated" educational environment. The implementation of principles such as vitagenicity, creativity, and moral resourcefulness facilitates the actualization of personal meanings in students' activities. The research concludes that while these findings offer a solid foundation, further investigation is required to identify specific methodologies for enhancing the moral development of future specialists in higher education.