Research literacy - the skills to engage with, apply, and produce educational research - is increasingly recognized as a key component of language teacher development. This perspective challenges the traditional view of language teachers as passive curriculum implementers, instead positioning them as informed, active, and critically engaged professionals. These teachers are not only acquiring the knowledge and skills necessary for effective teaching but are also shaping their practice and, in doing so, constructing their own Language Teacher Identity (LTI). Among the many factors that influence LTI, research literacy stands out for its potentially powerful role in fostering teachers’ sense of agency. When teachers are equipped to critically engage with research, they are better positioned to reflect on their practice, make informed decisions, and grow as professionals. Embedding research literacy into teacher education thus enhances pedagogical effectiveness, supports reflective practice and empowers teachers as agents of change.Recognizing this, international bodies such as the OECD and education ministries across the Nordic-Baltic region advocate for integrating research literacy not merely as a skillset, but as a foundational element of teacher identity and professional growth. This paper presents findings from the NordPlus project “Teacher Research Literacy: Comparative Trajectories in the NordicBaltic Region” (TREL). The TREL project brings together universities and schools across Norway, Sweden, Finland, Latvia, Estonia, and Lithuania to strengthen teacher education through pedagogical initiatives that foster research literacy. Drawing on data from collaborative workshops, classroom observations, and policy analysis, we explore how research engagement can be meaningfully embedded in teacher identity formation across diverse cultural and institutional contexts. We also discuss the development of a handbook of best practices, designed to support a unified Nordic strategy for research-based teacher education. Ultimately, these findings contribute to ongoing discussions on LTI, professionalization, and the transformative role of research in cultivating empowered, reflective language teachers.