The digital learning environment in medical education increasingly influences not only the organisation of the educational process but also the professional and value-based formation of the future doctor. The aim of the article was to theoretically substantiate the potential of educational technologies within the digital learning environment in fostering ethical reflection in future doctors, as well as to determine the pedagogical mechanisms and conditions for the effective use of these technologies in professional training. The methodology of the study was based on a combination of competence-based, axiological, learner-centred, reflective and environmental approaches. Theoretical and comparative analysis, systematisation, generalisation, interpretation and theoretical comprehension of scholarly provisions were used. It was established that the digital learning environment should be considered not only as a technical infrastructure of learning but also as a pedagogically organised space for the professional and value-based formation of the future doctor. It was found that ethical reflection is an integrative result of professional training, manifested in the ability to comprehend the moral content of professional decisions, analyse value-based contradictions in clinical situations, correlate professional expediency with the humanistic orientations of medical activity, and correct one’s own professional position in accordance with the ethical requirements of the profession. It was determined that the greatest potential for its formation is possessed by clinical case analysis, problem-based learning, simulation-based learning, virtual patient technology, reflective writing, electronic portfolio, moderated online discussion and pedagogically organised feedback technologies. The pedagogical mechanisms of the influence of these technologies were theoretically substantiated, in particular the problematisation of moral choice, contextualisation of the professional situation, dialogical comprehension, reflective distancing, comparison of alternatives, integration of professional knowledge and value judgement, personalisation of professional experience and transition to internal ethical self-regulation. The pedagogical conditions for the effective use of these technologies in the digital learning environment were determined. The practical significance lies in the possibility of using the results of the study for designing digital courses, clinical cases, simulation scenarios, reflective tasks and models of pedagogical support in the system of professional training of future doctors