The article presents the findings of an analytical study of the Kazan International Forum on Teacher Education (IFTE) in the context of the transformation of scientific and pedagogical discourse. The author introduces the concept of "conference studies," emphasizing the significance of scientific conferences as complex sociocultural phenomena. Based on quantitative and qualitative analysis of presentations from 2021 to 2023, stable thematic clusters reflecting the priorities of the academic community were identified. Particular attention is given to four discursive models formed based on the results of the 2025 XI Forum, including sustainable development, digitalization of education, reform of teacher education systems, and teachers' professional identity. A concept of the "scientific and educational field" in the spirit of P. Bourdieu (Bourdieu, 2001) is proposed, characterized through boundaries, participants, contexts, methodological tools, and resource base. Recommendations for improving scientific and educational policy and organizing conferences are formulated, including the development of hybrid formats, gender equality, environmental sustainability, and critical reflection in research practices.
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Alexander Bermous (2025) studied this question.
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