The article explores the essence and specific features of applying modern network technologies in the process of professional training of future teachers. It demonstrates that the rapid digitalization of society, global socio-economic transformations, and challenges caused by the COVID-19 pandemic and the war in Ukraine necessitate a revision of traditional approaches to organizing the educational process. Teacher training under such conditions requires educational institutions to integrate innovative tools, among which network technologies play a leading role. They are defined as a set of technological solutions that provide information exchange, access to resources, organization of distance, blended, and mobile learning, as well as the development of digital culture and professional competencies of students. The article systematizes the main directions of implementing network technologies in the professional training of future teachers, in particular: the use of cloud services for storing and sharing learning materials; the integration of virtual platforms for online courses and the creation of individual learning trajectories; the application of simulators and virtual laboratories for modeling real professional situations and practicing practical skills; the involvement of social networks and professional online communities for experience sharing, communication, and building professional connections; the use of mobile applications that contribute to continuous and self-directed learning. Special emphasis is placed on the advantages of cloud technologies, which ensure the flexibility and mobility of the educational process, support collaborative interaction, and allow for ongoing monitoring of student progress. It is emphasized that the introduction of network technologies increases students’ motivation to learn, develops critical thinking, digital literacy, and professional mobility, which is particularly important for representatives of «Generation Z». The use of innovative digital tools transforms pedagogical approaches, opens up new opportunities for the individualization of learning, and strengthens the professional orientation of students. The study proves that integrating network technologies into the professional training of future teachers is a necessary condition for forming competitive specialists capable of effective performance in the context of global digital transformation. The practical significance of the study lies in identifying the most effective digital tools that can be implemented in the educational process of institutions to modernize the educational environment, optimize pedagogical interaction, and improve the quality of teacher training. The results of the article can be used by both theorists and practitioners of education to enhance curricula, develop methodological support, and train a new generation of teachers oriented toward the demands of the modern labor market.

The article presents a thorough analysis of key strategic documents of the European Union which define the directions for the development of media literacy including Digital Education Action Plan 2021–2027, European Democracy Action Plan, European Media and Audiovisual Action Plan and Treaty on the Functioning of the European Union. The results of the analysis show that European policy in the field of media education and digital literacy is comprehensive and based on three interrelated areas: the development of critical thinking and civic competences, the creation of a safe and democratic information space, and systematic support for educational institutions and teachers. European Union documents form a multi-level regulatory and strategic framework for the development of media education. The Treaty on the Functioning of the European Union lays down the legal basis for the EU education policy. The Council Recommendations define the directions of reforms in the member states. The European Commission Communications are strategic documents that initiate policy and set priorities. The next level consists of strategic plans and frameworks that set methodological guidelines for citizens’ digital competence. Expert documents play an important role, in particular the ECSWE position paper, which is analytical and advisory by nature. The EDMO Guidelines for Effective Media Literacy Initiatives provide an example of a synthesis of normative and practical approaches aimed at the development critical thinking, ethical media consumption and civic participation. The strengths of European strategies lie in their systematic nature, focus on long-term perspective, support for cross-sectoral cooperation, and inclusion of education as a key element of information security. Meanwhile, the lack of specificity in the tools for adapting these approaches to national contexts, as well as the absence of unified mechanisms for assessing the level of media literacy in teaching practices are defined among the problematic issues. These documents are of strategic importance for Ukraine. They can serve as a methodological basis for developing national media education policy. Their practical value lies in the possibility of using the mechanisms developed by the EU as models for building Ukrainian media literacy programmes, taking into account the modern digital environment and the course of European integration.

The article provides a comprehensive analysis of modern innovative methods for the development of moral and ethical culture of future teachers in the process of their professional training in higher education institutions. The relevance of the problem is determined by transformations of the contemporary sociocultural environment, the rapid development of digital technologies, changes in young people’s value orientations, and the increasing social demands on teachers as carriers of moral and ethical norms. The necessity of purposeful development of moral and ethical culture of future teachers as an integrative component of their professional competence is substantiated. This culture combines a system of values, moral consciousness, ethical behavior, and the ability to make responsible pedagogical decisions. The article analyzes scientific approaches of Ukrainian and foreign scholars to the issues of moral education of teachers, professional ethics, and the formation of moral values in the system of pedagogical education. Attention is focused on the limitations of traditional teaching methods in ensuring an adequate level of moral and ethical culture formation among future teachers, which necessitates the implementation of innovative pedagogical technologies. The potential of training technologies, game-based and interactive methods, art-therapeutic practices, digital tools for ethical education, and reflective practices is characterized. Their content, pedagogical possibilities, and examples of application in the educational process of higher education institutions are revealed. The role of these methods in the formation of moral values, professional ethics, responsibility, empathy, and the ability for moral reflection among future teachers is substantiated. It is concluded that the comprehensive implementation of innovative methods in the system of professional teacher training is an effective condition for the development of a high level of moral and ethical culture of future teachers. Prospects for further research are outlined, particularly in the areas of improving methodological support and developing diagnostic tools for assessing the level of moral and ethical culture formation among students of pedagogical specialties.