University teacher’s research activity: regularities, principles, and directions for improvement

The article addresses the problem of identifying and systematizing the regularities, principles, directions, and pedagogical conditions for improving the research activity of university teachers. The main goal of the research is the theoretical substantiation of key directions and pedagogical conditions for enhancing university teachers’ research activity, which contributes to increasing the effectiveness of their professional practice. The scientific novelty lies in defining the regularities of university teachers’ research activities and systematizing principles, establishing the connection between areas for improvement and the structural components of research activity from a systems approach perspective, and identifying groups of pedagogical conditions for enhancing university teachers’ research activities. Through theoretical analysis and practical experience, the article outlines the main directions for improving university teachers’ research activities, correlated with structural components, describes the pedagogical conditions for enhancing this activity, and presents the results of implementing electronic portfolios.