Abstract
Over the years, integratingmoral values into pedagogical practices through online platforms has received significant attention as the teaching-learning process has been transformed bydigital technology. It becomes needful to systematically study how future teachers develop moral values through digital technologies. This systematic review followed PRISMA guidelines by searching researchpublished in Web of Science, ScienceDirect, Scopus and ERIC; these studies were published between 2020 and 2025. In addition, the framework analyzed and synthesized results from 10 research studieson online pedagogical approaches, theoretical frameworks, possible outcomes,andfacilitators and problems associated with moral development. The results show that virtual simulations, structured digital discussions, andcase-based learning are the key approaches. The predominant theories are Rest’s Four Component Model and Kohlberg'scognitive development theory. Virtue ethics and care ethics receive less attention. Research that measures ethical reflection quality, moral judgments, and professional values most often does not assess long-term retention or thepossible outcomes of behavior. Nevertheless, this systematic review shows that digital platforms promotemoral education worldwide. These results inform policy-making, educational technology, and teacher education programs.