This paper explores the ethical dimensions of technological mediation into the workflows of foreign language teachers at medical universities. By combining media education, digital didactics, and foreign language teaching, the author presents a model of technology-mediated competence that incorporates an ethical component. The study elucidates the testing principles, educational stages, and teaching techniques used to incorporate ethical concepts into foreign language reading. The text explores the risks and prospects of forming ethically responsible technological mediation in the context of the digitalization of medical education. It highlights the hurdles of adding artificial intelligence (AI) to classrooms and the need to teach critical thinking to all students and teachers.