The tasks of moral education – students’ requirements and the ethical qualities necessary for graduates
of pedagogical universities – require the development of diagnostic measures that include
criteria for ethical education, as well as pedagogical methods for measuring the moral and ethical
qualities of subjects. The change in the choice of criteria for the diagnosis of morality is influenced
by the multidimensionality of global social processes, the complexity and significance of the spiritual
and moral foundations and factors affecting the upbringing of young people. This is enriched by
the properties of the individual psychological, social, emotional, value-orientated plan. The article
discusses the steps needed to identify and implement the stages of development and implementation
of the required diagnostics. It analyses the points of view available in pedagogical science taking
into consideration their generalization, systematization, and the selection of the most valid criteria
for the moral education of students. Subsequently it considers the development of criteria for moral
education of students, including moral and social components; approbation and correction of diag-
nostics in the direction of specific, individualized criteria for measuring specific qualities. The results
demonstrate the effectiveness of improved technology.