SCIENTIFIC-PEDAGOGICAL PUBLICATIONS: OPPORTUNITIES FOR IMPACT ON THE DEVELOPMENT OF EDUCATION AND PEDAGOGICAL SCIENCE
Abstract. This article provides a comprehensive analysis of the poten tial impact of scientific-pedagogical press on the development of edu cation and pedagogical science. The relevance of the topic lies in the fact that, in the modern era, education systems are forced to adapt to rapidly changing social, technological, and ideological contexts. The au thor demonstrates that scientific journals are not only academic tools of analysis but also crucial resources for the scientific justification of de cision-making processes, studying and disseminating practice, and pro moting new pedagogical approaches. In the context of evidence-based education policy, scientific-pedagogical publications serve as a theoreti cal and practical foundation for efficient management and effectiveness. The article analyzes the influence and impact of international journals such as “Educational Research Review,” “Journal of Educational Psy chology,” and “Teaching and Teacher Education.” At the same time, it assesses the contributions of local journals, such as “Azerbaijan Journal of Educational Studies” and “Preschool and Primary Education,” to the development of pedagogical discourse. As a result, the article presents a scientifically-based approach that highlights the interaction between the dissemination of scientific knowledge, educational policy, and pedagog ical practices.
Keywords: pedagogical thought, scientific-pedagogical press, “Big Five” academic publishers, pedagogical science, teacher training, philosophy of education, lifelong learning.
