Abstract <p>In the context of rapid digitalization and internationalization of higher education, there is an increasing need to rethink the models of training and advanced training of scientific and pedagogical staff (SPS). Modern challenges—the introduction of blended and project-based learning, the formation of individual educational trajectories for students, and the transition to a competency-based teaching model—require updating the professional competence of teachers. The purpose of the research is to develop an original concept of integrating postgraduate studies and advanced training institutes into a single system of continuous professional development of a teacher based on an analysis of Russian and international practices. The methodological basis consists of systematic and activity-based approaches and methods of comparative analysis and content analysis of educational programs, as well as elements of project modeling. The analysis showed that the existing models of SPS training in Russia are fragmented, not providing connectivity between the stages of professional development. Foreign systems (IGIP, CDIO, ENTER) implement the principles of end-to-end certification of pedagogical competencies based on the integration of engineering and pedagogical training. The result of the research was an original concept of a “pedagogical elevator,” which entails the smooth transition of a teacher from postgraduate research training to pedagogical mastery through programs of institutes for advanced training and international certification. The practical significance of the concept lies in the possibility of its implementation in engineering universities as a mechanism for ensuring the quality of teaching activities and developing the human potential of higher education.</p>