Abstract:

Moral education, as a priority area of development in Russia, carries an important role in the internalization and transmission of core social values. In the era of digitalization, facing the challenges of the high proportion of Internet users and potential users among Russian children and adolescents, and the transformation of the individual identification structure, coupled with the multiple risks of the digitalization of children and adolescents, such as the reduction of language ability, thinking ability and intelligence, the loss of the status of subjectivity, and the indulgence in the Internet, require an urgent reconstruction of the mode and space of moral education. In the context of the digital transformation, Russian schools are carrying out a number of innovations in moral education based on the rich teaching methods and forms of digital technology, aiming to cultivate and improve students’ abilities and expand their educational space. Given the lack of “emotional” support in the digital education model, collective interaction and spiritual communication for understanding the “you-me” relationship are important aspects of moral education that cannot be ignored, it can be seen that the factor that has the greatest impact on students’ spiritual and moral development is still the teacher’s personality traits. Therefore, while clarifying the dimension of digital transformation in moral education, it is also necessary to clarify its limits.

Key words: Russia, moral education, traditional values, digital transformation