Analytical centers of universities as drivers of innovative development of the ecosystem of higher teacher education
DOI:
https://doi.org/10.28925/2311-2409.2025.444Abstract
The article examines the role of university analytical centers as key structural components of the ecosystem of higher teacher education and their potential to serve as drivers of innovative development. In the context of the transformation of the role of universities and the expansion of their third mission, the significance of institutions capable of integrating research, analytics, expertise, and educational policy design is increasing. The article substantiates the relevance of developing an ecosystem model of higher education in which analytical centers facilitate interaction among universities, communities, businesses, public institutions, and other stakeholders. Based on the analysis of national and international studies, the article generalizes existing approaches to the essence, typology, and functions of analytical centers and identifies gaps in the study of their role in implementing the third mission and modernizing higher teacher education.
The article conceptualizes the university analytical center as a flexible structural unit of the university ecosystem that operates at the intersection of science, policy, and practice, performing specific functions – analysis, foresight, policy development, communication, and networking – that enable these centers to act as engines of innovation. A conceptualization of «drivers» of innovative development is proposed (radar, incubator, mediator, change agent), which allows analytical centers to translate educational needs into management decisions, support reform processes, and facilitate the implementation of new models of teacher training. It is argued that analytical centers can ensure the systemic nature of transformations through data integration, evidence-based decision-making, and the formation of sustainable inter-institutional partnerships.
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References
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