This review paper explores how digitalization can serve as a powerful medium for fostering a research-driven approach in teacher education. In the context of 21st century learning, it argues that teacher preparation programs must go beyond digital literacy and classroom innovation to cultivate educators as active researchers and global contributors. Through the integration of digital tools such as learning management systems, MOOCs, virtual platforms, and AI-based research aids teacher trainees can be guided to conduct academic research, publish in international journals, and engage with global scholarly communities. Drawing from current literature and global best practices, the paper underscores the importance of creating a digital learning ecosystem that supports inquiry, collaboration, and reflection. The review highlights the pedagogical shifts required to embed research into digital teacher education and addresses challenges such as unequal access to technology, lack of mentorship, and outdated curricula. It presents actionable strategies, including the establishment of research hubs, practical training in academic tools, and institutional support for international engagement. Case examples from countries such as Finland, Singapore, and India illustrate successful models where technology and research coalesce to enhance teacher quality. Ultimately, this paper positions digitalization not as an end in itself but as a strategic enabler of global, research-based teacher development. By encouraging student teachers to engage in scholarly work and contribute meaningfully to the education community, digital tools help transform teacher education into a space of innovation, inquiry, and international dialogue.