Аннотация
Contemporary socio-economic and technological transformations underscore the need to develop and refine models of teacher education and continuous professional development. This article explores key factors influencing the innovative activity of universityteachers in the context of digitalization, inclusion, and practice-oriented education. Based on a survey of teachers, students, and external stakeholders, the study identifies major drivers and barriers to innovative activity and examines the relationships between individual motivation, professional interaction, and institutional support. Differences in innovation profiles between teachers of natural science programs and those of non-specialized programs are also revealed. An algorithm for monitoring educational programs is proposed to systematically identify competency gaps and areas for professional growth. The findings inform practical recommendations for improving educational programs through the integration of digital, research-based, and inclusive modules, differentiated incentives for innovation, and strengthened institutional support. These measures ensure the practical relevance, methodological value, and adaptability of the proposed approach to contemporary educational challenges.