This article examines contemporary trends in developing deontological competence among educators through a conceptual and comparative analysis of international professional standards, inclusive education guidance, digital ethics and research-informed approaches to professional learning. Deontological competence is interpreted as an integrated capacity to recognize professional duties, reason through moral dilemmas, protect learners’ dignity and rights, and translate ethical commitments into accountable pedagogical decisions. The analysis identifies six interconnected trends: rights-based and inclusive practice; data protection and artificial intelligence ethics; reflective and case-based professional learning; relational ethics and family partnership; institutional ethical culture; and evidence-informed assessment of ethical judgment. A five-component conceptual framework and a staged development mechanism are proposed for teacher education and in-service professional development, with particular relevance to preschool and general education settings. The article is a theoretical synthesis and does not claim results from an original intervention or survey. Its practical contribution lies in specifying observable indicators, learning activities and safeguards for institutional adaptation.