Science in Higher Pedagogical Education System: Realities and Perspectives

Abstract

This article examines the integration of scientific inquiry within Higher Pedagogical Education (HPE) and argues that research competence is essential for preparing reflective, evidence-based teachers. Drawing on contemporary scholarship, it analyzes structural, methodological, and cultural barriers that limit scientific productivity across Material, Social, and Semantic spaces. The study highlights how institutional misalignments—such as high teaching loads, insufficient infrastructure, weak research incentives, and fragmented methodological understanding—hinder the development of research-informed teachers. It further explores how digital transformation, including Learning Analytics, AI tools, and advanced modeling technologies, reshapes pedagogical research and enhances instructional capacity. Emphasis is placed on the importance of university–school partnerships, co-designed practice environments, and sustained professional development to ensure that research meaningfully informs teaching practice. The article concludes that a coordinated, system-wide strategy is required to build a sustainable research culture within HPE.