VIRTUAL SPACE AND ITS IMPACT ON THE PERSONALITY OF THE PEDAGOGUE

Abstract

This article examines the psychological and pedagogical impact of virtual space on the personality of the modern pedagogue. The growing virtualization of society, driven by global technological development, has considerably transformed educational environments and professional requirements for teachers. Based on a review of scientific literature, the study analyzes psychological factors such as motivation, emotional state, personal qualities, and reflection, as well as pedagogical factors including national, moral, and ethical upbringing, information consumption culture, and deontological preparedness. The article argues that the development of virtual-pedagogical culture is essential for ensuring teachers’ spiritual maturity, value orientation, and responsible interaction within the virtual environment. It also highlights four domains—individual, social, natural, and noospheric—in which a pedagogue must define their spiritual position. The findings emphasize the importance of integrating universal values, democratic principles, digital literacy, and ethical responsibility into the process of professional pedagogical development.