The article examines the professional readiness of university teaching staff through the historical development of Russian higher education and its legal framework. It demonstrates the nexus between faculty preparation, state interests, university autonomy, human-resources policy, and pedagogical culture, emphasizing the role of the teacher’s personality and instructional mastery. The evolution from individual mentorship to institutionalized pathways (universities, academies, postgraduate studies) is outlined against the backdrop of pan-European dynamics while preserving national traditions. The paper argues for the capacity of the Russian Federation to consolidate a sovereign model of higher education aligned with public interests and sustainable professional competences.
A. A. Nikitenko (Wed,) studied this question.