["European Journal of Education, Volume 61, Issue 2, June 2026. ", "\nABSTRACT\nResearch feeding back into teaching can significantly enhance the quality of talent cultivation. However, whether research can effectively inform and improve teaching has long been a focal concern in university management and remains a subject of academic debate. To explore the logical relationship between research and teaching feedback, this study empirically examined longitudinal data over 3 years for 467 full‐time faculty members at C University in Guangdong, considering research and teaching as two distinct dimensions. Hierarchical regression analysis was employed to systematically test the impact mechanisms of academic research output and teaching research output on student teaching evaluation. The results indicate that academic research output exhibit an inverted V‐shaped fluctuation in their effect on teaching outcomes, suggesting the presence of diminishing marginal returns from institutional incentives. In contrast, teaching research output demonstrate a consistently increasing direct effect on teaching outcomes, validating the effectiveness of the short‐path transformation from teaching research to classroom performance. Regarding the conversion of academic research and teaching research output into teaching effectiveness, no significant difference was observed between male and female faculty. However, junior faculty and those with lower professional title showed higher conversion rates than senior faculty, while faculty with different academic degrees exhibited similar conversion rates. These findings demonstrate that a closed‐loop system of ‘institutional incentives behavioral change quality improvement evaluation feedback’ has been established. This study provides empirical evidence and policy implications for constructing a sustainable ecosystem of research‐informed teaching in application‐oriented universities.\n"]