Ethics of Educational Innovations in the Context of Constant Change and Social Instability

Abstract

This study aims to provide a theoretical and conceptual study of the peculiarities of the formation of ethics of educational innovations, considering the challenges of constant change and social instability. The paper belongs to a theoretical and conceptual review article. PRISMA's methodological approach was used, allowing the collection and screening of relevant research materials. In total, 50 material items were selected and subjected to theoretical analysis. The results indicate that ethical challenges that accompany the introduction of educational innovations are essential. The most common problems are accessibility and the digital divide, difficulties in protecting privacy and personal information, adherence to academic integrity, and the transformation of the role of teachers in the modern educational process. It has also been established that in Ukraine, because of Russian aggression, ethical crises are particularly noticeable, including in education, which is an integral part of public life. The conclusions emphasize the importance of establishing new feedback forms between students and teachers. To counteract the negative manifestations of the crisis, the article proposes the development and active implementation of adaptive mechanisms in education, which involves active digitalization and ensuring equal opportunities in access to the educational process.