The article examines the experience of implementing Action Research in the system of higher pedagogical education of the Republic of Kazakhstan as a systemic step-by-step process of conceptualizing the technology, diagnosing the readiness of teachers to master it, implementing a modular program, and evaluating the effectiveness using a combination of theoretical (content analysis, modeling) and empirical (pedagogical experiment, survey, focus group) methods. Action Research is being developed as an effective technology for enhancing professional competence through the research activities of university faculty in the context of the digital transformation of higher education and the active development of EdTech. The essence of Action Research is revealed as a practice-oriented research approach aimed at reflection, improvement of pedagogical activity and development of the research culture of the teacher. The article explores the barriers and prospects for integrating technology into the higher pedagogical education system of the Republic of Kazakhstan, taking into account national educational priorities, digital initiatives, and requirements for teaching staff training. A conclusion is made about the potential of Action Research as a mechanism for sustainable professional development of teachers in the era of EdTech and its significance for the modernization of the system of higher pedagogical education in the Republic of Kazakhstan.