Introduction. The transformation of higher education in the context of the transition to a knowledge economy, digitalization, and increasing global competition has intensified interest in the future development of pedagogical universities. Unlike classical and research universities, pedagogical universities operate under conditions of limited resources while simultaneously fulfilling the strategic mission of training personnel for the education system. In this regard, the analysis of research activity as a factor of institutional change and advanced development of teacher education becomes especially significant.
Aim. The purpose of the present article is to identify the features of the institutional (organizational) structure of research activity in Russian pedagogical universities and to determine its opportunities and limitations as a basis for development and transformation.
Methods. The study is based on a comparative approach. An analysis was conducted of the institutional structure of research activity in 37 pedagogical universities subordinate to the Ministry of Education of the Russian Federation. The source base included materials from official university websites, university performance monitoring data, as well as analytical and statistical materials devoted to the development of higher education and university science.
Results. The main organizational factors hindering the development of research in pedagogical universities have been identified, along with promising directions for improving the institutional structure of research activity. It is shown that the existing system for evaluating university effectiveness and the mechanisms for allocating resources do not sufficiently take into account the specific characteristics of pedagogical universities, which limits their opportunities for scientific development and institutional transformation.
Scientific novelty. The scientific novelty of the study lies in the comprehensive analysis of the institutional structure of research activity in pedagogical universities as a factor of their transformation and strategic development.
Practical significance. The results of the study may be used in developing strategies for the advancement of pedagogical universities, improving research management mechanisms, and shaping state policy in the field of teacher education.