Relevance. Integration of African students into the Russian cultural and educational space is one of the most eff ective means of fostering friendly bilateral relations in order to implement Russia’s humanitarian policy on the African continent. Pedagogical education can become an important form of cooperation; it may include enrolling foreign students in higher education programs and expanding our work in educational centers abroad. Such a center promoting Russian culture among students was opened in the Republic of Ghana in 2003. However, our understanding of the organization of pedagogical education – primarily the system of teacher training – will contribute to deeper integration into the Ghanaian educational system in order to achieve the above-mentioned objective. We should aim to comprehend the internal structure, objectives, content, management, and evolving directions of the Ghanaian educational system, grounded in its history.The aim of the research is to analyze the contemporary system of teacher training education in the Republic of Ghana. The methodology uses a cultural approach, blending comparative and historical pedagogical methods with analysis of scientifi c literature, state educational documents, reports of the Ministry of Education and international organizations, enhanced by fi eld observations and interviews with representatives of Ghana’s higher education. The fi ndingsreveal a dynamic evolution in Ghana’s higher education system, highlighting its contemporary structure, governance, and educational policies concerning teacher training. Conclusion: the study identifies the principles underpinning the organization of Ghana’s national pedagogical education and notes the active renewal phase of the teacher training system, which aligns with national interests yet relies on international support (methodological and fi nancial). Therefore, at the moment, Ghana is as open as possible for cooperation in teacher training education. Practical application: the research results are valuable for the development of the Center for Open Education in Ghana and for creating joint training programs under the Russian Federation’s Humanitarian Policy abroad. Additionally, the results can contribute to comparative pedagogy courses at university level.