FUNDAMENTAL PRINCIPLES OF ORGANIZING DIGITAL COMMUNICATION BASED ON A DEONTOLOGICAL APPROACH
Authors
Kurbanbayeva Mukaddas Kozibayevna ()Files
Key Information
Journal
Published in Vol. 1 No. 1 (2026) of Omega Journal of Inclusive Education and Practice.
OMEGA Journal of Inclusive Education and Practice is an international, peer-reviewed, open access journal committed to advancing research and practices that promote inclusive, equitable, and accessible education. The journal provides a platform for educators, researchers, and policymakers to share innovative ideas, empirical studies, and practical approaches that support diverse learners across all educational settings.
Key Highlights:
- Peer-reviewed (Double-blind)
- Open Access Journal
- Monthly Publication
- International Scope
Frequency of Publication: Monthly
Languages: English, Polish and Russian
Publication Format: Electronic
ISSN (E): 3072-4694
About the JournalAbstract
This article is devoted to the study of one of the most relevant areas of modern pedagogy - the deontological (ethical and legal) foundations of pedagogical communication in the digital environment. The rapid digitization of the educational process is transforming the traditional format of communication between a teacher and a student, creating a new type of professional duty and moral obligations. The deontological approach was chosen as the methodological basis of the study, which allows us to study the principles of professional responsibility of a teacher, information confidentiality, cyber-tolerance and digital professionalism in their interrelation when organizing digital communication. The article proposes a four-level model of digital pedagogical communication, which includes not only technical skills, but also axiological (value-oriented) and reflexive competencies. The scientific novelty of the article is that it substantiates the concepts of "digital hygiene" and "speech ecology" as a component of pedagogical deontology. Also, the mechanisms of maintaining pedagogical subordination in the virtual space, preventing cyberbullying, and ensuring academic honesty in the use of artificial intelligence tools are analyzed. The results of the study serve as a practical resource for improving the quality of distance learning in the higher and secondary specialized education systems, forming the virtual image of teachers, and developing codes of ethics for digital educational platforms. The conclusion puts forward the author's recommendations on the humanization of digital communication and eliminating "technological coldness" in pedagogical communication.
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