Purpose: This study aims to examine the impact of social networks on the moral and ethical development of young people in the era of globalization. It explores how social media platforms serve not only as tools for communication and information exchange but also as powerful agents of influence shaping young individuals' values, attitudes, and perceptions Methodology/approach: The article adopts a qualitative descriptive approach, drawing on literature analysis, case studies, and prior empirical findings on social media usage among youth. The study also maps the historical development of social networks, tracing their evolution from traditional offline communities to the present-day digital environment. Results/findings: Findings reveal that social networks play a dual role in youth education and character building. While they provide opportunities for knowledge sharing, cultural exchange, and promotion of spiritual and national values, they also expose youth to misinformation, cyberbullying, harmful content, and value distortion. The research identifies critical phases where social networks significantly influence moral development, highlighting the risks of unfiltered exposure to digital platforms Conclutions: Social networks are shaping the ethics and behavior of younger generations more profoundly than traditional institutions. Proper guidance, digital literacy programs, and value-based content creation are necessary to harness social media’s benefits while mitigating its negative effects. Limitations: The study relies on secondary data and literature-based analysis, lacking primary empirical data from large-scale youth surveys. Contribution: This research provides scientific recommendations for policymakers, educators, and parents on fostering positive digital environments that strengthen ethical, spiritual, and national values among youth.

Purpose: This study examines strategies for improving the professional training of Music Culture teachers in Uzbekistan by strengthening theoretical knowledge, pedagogical competence, and emotional intelligence to respond to modern educational reforms and cultural development. Research Methodology: A qualitative–descriptive approach was employed through the analysis of normative documents, pedagogical literature, and best practices in teacher education. Comparative reviews of international studies and empirical findings on teacher self-efficacy, emotional intelligence, and practicum design were integrated to construct a comprehensive analytical framework. Results: The findings reveal that many Music Culture teachers experience weak theoretical foundations, low self-efficacy, and elevated teaching anxiety, which negatively affect classroom performance. Evidence indicates that competency-based practicums, the integration of signature pedagogy through digital platforms, and emotional intelligence training significantly enhance professional competence, creativity, and resilience. Continuous professional development focusing on both theoretical literacy and practical skills further strengthens teachers’ capacity to deliver high-quality music education. Conclusions: Effective professional training requires an integrative system combining musical performance, theoretical mastery, and pedagogical innovation. Addressing psychological dimensions such as emotional intelligence and self-efficacy is equally essential for sustainable professional growth. Limitations: This study focuses on secondary school teachers in Uzbekistan, limiting its broader applicability. In addition, its conceptual nature requires further empirical validation. Contribution: This study offers a holistic model for teacher training that integrates musical expertise, pedagogical competence, and emotional development, supporting educational policy and curriculum reform and positioning Music Culture teachers as both educators and cultural ambassadors.