The relationship between research and teaching in higher education, often referred to as the Research-Teaching Nexus (RTN), has long been a foundational yet contested concept. Rooted in the Humboldtian ideal, the RTN envisions a synergistic integration of knowledge generation and dissemination. However, empirical evidence on the actual benefits of this nexus remains mixed, with early meta-analyses revealing only marginal correlations between research productivity and teaching effectiveness. The practical implementation of RTN is often hindered by institutional structures, disciplinary differences, and competing demands on academic staff, resulting in a functional separation of research and teaching roles. Particularly in science and engineering, the translation of cutting-edge research into engaging, real-world learning experiences presents ongoing challenges.

In response to this gap, the Teaching–Research–Industry–Learning (TRIL) pedagogy was developed as a strategic framework to meaningfully connect academic learning with both research and industry practices. TRIL is designed as a two-layer model: the Foundation Layer fosters deep, student-centred learning through active participation, critical thinking, and collaboration. The Inquiry Layer integrates research-based and industry-oriented learning by involving students in analyzing case studies, engaging with real-world data, and exploring how scientific knowledge is commercialized through industrial processes. This model directly addresses one of the key criticisms of RTN, by providing concrete pathways to connect students with both the research frontier and its industrial application.

The TRIL pedagogy has been implemented over five years, with data collected from 270 students through anonymous surveys. The results indicate overwhelmingly positive outcomes: 100% of students acknowledged TRIL’s effectiveness in bridging theoretical knowledge and practical application, particularly in fields such as sustainability and the circular economy. Moreover, 91.5% reported enhanced learning, 94% noted increased motivation, and 97.4% saw improvements in their teamwork capabilities. These findings reinforce the value of integrative pedagogical models like TRIL in overcoming traditional RTN barriers and aligning academic curricula with professional expectations.

The integration of TRIL within the broader discourse of the RTN highlights the necessity of context-sensitive, discipline-specific strategies that go beyond rhetorical endorsements of research-informed teaching. Especially in science and engineering, approaches such as project-based learning (PBL), inquiry-based learning (IBL), and TRIL provide practical frameworks for enhancing student learning outcomes, research literacy, and industry readiness. In doing so, they actualize the potential of the research, teaching nexus by making it more than a theoretical ideal, transforming it into a lived, impactful educational experience.

Keywords: Science to practice, deep learning, industry integration, research-based learning.