Abstract
<jats:p>This article examines the role of teacher-pedagogical activity in forming academic culture among university students, with emphasis on pedagogical universities and teacher education settings. The study follows the IMRAD structure and is designed as a conceptual-analytical paper based on international normative documents and higher education research. Academic culture is treated as an integrated system of values, communicative norms, intellectual responsibility, scholarly autonomy, ethical behaviour, and reflective learning practices. Within this framework, the teacher is not merely a transmitter of subject knowledge, but also a mediator of institutional norms, a model of scholarly conduct, a designer of fair assessment, and a facilitator of students’ entry into academic community membership. The methodological basis combines document analysis, thematic coding, and comparative interpretation.</jats:p>