Contemporary music education faces growing challenges due to the pervasive influence of digital media, misinformation, and post-truth narratives. These factors negatively impact both the quality of teaching and the emotional well-being of educators and students. Within this complex scenario, the integration of a solid framework of communicative ethics into music pedagogy becomes essential—not only to uphold academic standards but also to protect mental health and foster well-being across the educational process. This study undertakes a systematic, theoretical-critical review of the scientific literature to explore how communicative ethics, teacher training, and research responsibility have been addressed, particularly in relation to media exposure, misinformation, and music education. Drawing from interdisciplinary sources in communication, pedagogy, mental health, and educational research, the study highlights the role of teachers, students, and researchers as ethical communicators within the academic environment. Special attention is given to the development of ethical awareness and critical thinking as fundamental competencies in teacher education, necessary to counter the effects of unverified or emotionally manipulative content, especially on social media platforms.The review identifies key theoretical and methodological approaches to communicative ethics in both general and music-specific educational contexts. It also examines how digital media shape perceptions of ethical responsibility and influence professional behavior among music educators and learners. Furthermore, the study presents evidence on how post-truth dynamics and misinformation affect ethical reasoning, research integrity, and artistic teaching practices. Within the framework of music education, the study emphasizes the impact of media on the ethical, artistic, and emotional development of teachers and students. It proposes that responsible communication, coupled with critical pedagogy, can foster healthier, more human-centered learning environments. Ultimately, the findings underscore that communicative ethics and research responsibility are not peripheral concerns but foundational pillars for a reflective, critical, and sustainable music pedagogy. Such a framework promotes emotional resilience, professional integrity, and holistic well-being in response to the sociocultural challenges of 21st-century education.