Programmatic-methodological and technological support of work on moral education of Chinese schoolchildren in the conditions of informatisation of education

In the context of the rapid digitalization of Chinese schools, providing programmatic-methodological and technological support for moral education has become one of the priority tasks of education. The aim of the study presented in the article is a comprehensive analysis of current strategies, programmatic-methodological solutions, and technological tools for the digitalization of moral education in the educational system of the People’s Republic of China. The research is aimed at identifying the mechanisms for integrating traditional Confucian values into the digital environment of modern China.
The research methodology is based on a systemic and regional analysis of practices in main Chinese provinces and cities. The work employs a content analysis of the regulatory and legal framework of the PRC, as well as a synthesis of pedagogical experience in implementing intelligent monitoring systems and “smart” educational platforms.
The study describes a unique precedent of technological support for ethical education, which could serve as a benchmark model for modernizing national education systems in the context of global digitalization. In particular, it analyzes the experience of using digital platforms and resources for modeling the moral choices of young people and creating systems for process-based assessment (“digital portraits”) of students. The proposed tools for personalizing educational trajectories make it possible to increase the effectiveness of forming ethical norms and social responsibility among youth.
The results of the study can be used to develop innovative models of education in the digital environment and to adapt the Chinese experience of creating a large-scale information infrastructure aimed at realizing the educational potential of digital technologies. The value of the work is determined by the novelty of its analysis of data from the period 2022–2025.
The work is intended for specialists in the field of comparative pedagogy, heads of educational organizations, and educational methodologists.

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