<![CDATA[This article examines the problem of improving the integration between professional development and employment outcomes for students and graduates of pedagogical higher education institutions. Official statistics from Uzbekistan show that, despite an overall increase in teaching personnel, their regional distribution remains uneven, reflecting insufficient linkage between teacher preparation and regional labor market demand. Although international literature extensively discusses work-integrated learning and career education pedagogy, these approaches generally do not account for the two-stage nature of teacher education or the regional mismatch between teacher supply and demand. The scientific novelty lies in proposing a six-component continuous integration model incorporating a regional alignment mechanism that, to the author’s knowledge, has not been systematically combined in this form in prior literature. The proposed model is a conceptual framework, developed through literature analysis and secondary statistical analysis rather than empirical testing, linking admission quotas, curriculum design, and graduate placement with regional teacher-demand data. The article describes the model’s structural components, illustrates its central Regional Alignment Module with a hypothetical example, and outlines implementation mechanisms and feasibility constraints. The findings offer a conceptual basis for institutional leaders, policymakers, and regional authorities seeking to align teacher education with labor market needs, pending empirical validation.]]>
