Introduction. The Fourth Industrial Revolution, the emergence of a new technological paradigm, and the challenges of technological sovereignty facing Russian society highlight the need for the transformation of modern universities. At the same time, the prospects for the development of pedagogical universities responsible for training teaching staff for the emerging knowledge economy have not been sufficiently studied.
The aim of the article is to analyse the institutional (organisational) structure of Russian pedagogical universities to identify their potential and limitations as a platform for development, and to model the drivers of their transformation in the transition to the fifth and sixth technological paradigms.
Methods. In the course of the study, open data from the websites of pedagogical universities under the jurisdiction of the Ministry of Education of the Russian Federation were analysed and systematised, as well as reporting, analytical, and statistical documents of the Ministry of Education and the Ministry of Science and Higher Education of Russia.
Results. Opportunities for developing an institutional (organisational) structure and drivers for its development were identified, which can ensure the integration of pedagogical universities into technological development processes and contribute to achieving the country’s technological sovereignty.
The scientific novelty lies in the substantiation of the need to develop an independent model for the development of pedagogical universities and the identification of promising transformations of their institutional structure in response to the challenges of technological development.
The practical significance is determined by the possibility of applying the obtained results to improve the anticipatory training of future teachers in the context of technological sovereignty in Russia.