The current stage of Ukrainian society development, marked by the ongoing armed aggression against Ukraine, prolonged martial law, forced migration processes, and increasing psychological pressure on the population, has significantly intensified the need to strengthen the spiritual and moral foundations of education. Under such conditions, the training of future university teachers acquires particular importance, as they are expected not only to ensure the acquisition of professional knowledge and competencies but also to promote moral values, civic responsibility, and personal resilience among students. The spiritual and moral culture of a university teacher becomes a critical factor in maintaining value-oriented stability, professional integrity, and the ability to provide educational and emotional support in times of social crisis. The adoption of the Professional Standard "Higher Education Teacher" (2024) further reinforces the significance of this issue by institutionalising the spiritual and moral dimension of pedagogical activity and establishing moral and ethical values as an essential component of professional competence. The purpose of the article is to identify and substantiate pedagogical conditions for the development of the spiritual and moral culture of future higher education teachers in the context of wartime challenges. The study draws on a theoretical analysis of scientific literature devoted to spiritual and moral education, teacher professional development, and value-oriented approaches to pedagogical training. The concept of the spiritual and moral culture of a higher education teacher is interpreted as an integrative personal quality that combines a system of spiritual values, moral convictions, and value-determined modes of pedagogical interaction. Such culture is not limited to compliance with external professional norms but reflects the internal value-semantic potential of an individual that determines the orientation of professional activity and the nature of interaction with participants in the educational process. The analysis of the Professional Standard "Higher Education Teacher" demonstrates that the spiritual and moral profile of a university teacher is reflected through a system of mandatory behavioural indicators and professional requirements. Empathy, openness, academic integrity, impartiality, and adherence to professional ethics are normatively established as essential characteristics of pedagogical activity regardless of qualification level. It is substantiated that these requirements correspond to the cognitive, emotional-value, reflective, and behavioural dimensions of spiritual and moral culture identified in contemporary pedagogical research. The study substantiates four pedagogical conditions that ensure the purposeful development of the spiritual and moral culture of future higher education teachers. The first condition involves the axiological enrichment of professional training content through the integration of value-oriented educational components, ethical issues, and reflective practices into the curriculum. Particular attention is devoted to the comprehension of moral dilemmas, professional responsibility, adherence to ethical norms, and the social mission of teaching. The second condition consists in creating a spiritually enriched educational environment characterised by mutual respect, trust, open dialogue, and the dissemination of cultural, historical, and artistic meanings that contribute to the formation of value orientations and professional identity. The third condition presupposes the organisation of subject-subject interaction based on pedagogical partnership and reflective analysis of professional experience. This condition emphasises dialogue, cooperation, personal self-determination, and the internalisation of spiritual and moral values through systematic reflection. The fourth condition, which is specific to wartime challenges, involves the provision of comprehensive psychological and pedagogical support aimed at strengthening emotional resilience, developing self-regulation skills, preventing professional burnout, and preparing future teachers to support students affected by traumatic experiences. It is established that the implementation of these pedagogical conditions corresponds to the labour functions and behavioural indicators defined by the Professional Standard and creates favourable opportunities for the formation of value maturity, moral responsibility, emotional stability, and readiness for professional activity in conditions of social uncertainty and wartime challenges. The proposed pedagogical conditions are considered as interconnected components of a system that ensures the development of the spiritual and moral culture of future higher education teachers and enhances their ability to fulfil both educational and value-oriented functions in contemporary society.