Teaching at the university level is quite flexible, as many institutions offer remote or hybrid work options and formal policies supporting flexible employment.

The university teaching profession has become increasingly flexible in recent years, particularly as a result of advancements in technology and the shift towards online education. Many universities now offer remote teaching options, allowing educators to conduct classes from anywhere in the world. This flexibility not only benefits faculty members but also accommodates students who may prefer or require distance learning due to personal, professional, or geographical constraints.

Moreover, the rise of hybrid teaching models wherein courses combine both in-person and online elements has further expanded the scope for flexibility in university teaching. Faculty can engage with students in real-time through virtual classrooms while also providing asynchronous resources that learners can access at their convenience. This model not only enhances accessibility but also encourages diverse teaching methods, catering to various learning styles.

However, this shift towards flexible teaching does come with its challenges. Faculty members may face increased workloads as they adapt to new technologies and teaching methods, and the need for constant engagement with students can lead to a blurred line between professional and personal time. Despite these challenges, the overall trend indicates that flexibility in university teaching is likely to remain a significant aspect of the profession, driven by both institutional needs and student preferences.

In addition, while the university teaching profession is becoming more flexible in terms of remote employment and innovative teaching models, it also requires educators to navigate new challenges. As institutions continue to evolve, the landscape of higher education will likely embrace even more varied approaches to teaching and learning, making adaptability a key skill for faculty in the years to come.

distance learning tends to reduce face-to-face interaction between teachers and students, which is an important aspect in building deep relationships and shaping learners' characters. this is further exacerbated by the potential for digital distraction, where students can easily be distracted by various non-educational content in cyberspace.

The university teaching profession has become more flexible, with many institutions adopting hybrid and remote work models. This shift, accelerated by the COVID-19 pandemic, allows educators to balance on-campus and online responsibilities. However, the extent of flexibility varies by institution and role, with some universities fully embracing remote teaching while others maintain traditional in-person formats. Overall, there's a growing trend towards accommodating diverse work preferences in higher education. (Forbes, EAB)

I think it is still complicated, despite technological advances in the use of remote technology, Universities in Mexico still do not trust that the teaching will be taught remotely, which reduces the mobility of research teachers.

The university teaching profession, once defined by fixed schedules and in-person lectures, has undergone a significant transformation in recent years. Driven by technological advancement, changing student expectations, and the global disruptions caused by the COVID-19 pandemic, flexible and remote forms of employment have become increasingly prominent in higher education. Yet, while many institutions have embraced these new models, the degree of flexibility varies across regions, disciplines, and institutional policies.

One of the most significant shifts has been the adoption of online and hybrid teaching models. Many universities now offer courses that combine in-person and remote components, enabling professors to teach from virtually anywhere. This has created opportunities for educators to balance their professional responsibilities with personal commitments, engage with international student bodies, and access global teaching networks. For part-time and adjunct lecturers in particular, remote teaching has opened doors to work across institutions or countries without relocating.

Furthermore, digital platforms and learning management systems (e.g., Moodle, Canvas, Zoom) have allowed for asynchronous teaching, where lecturers can prepare materials in advance and students can access them at their own pace. This flexibility benefits not only students but also faculty members who may have caregiving duties, health issues, or other constraints that make traditional schedules difficult.

However, the shift toward flexibility is not without challenges. In many universities, especially in developing countries or more traditional institutions, rigid administrative systems, limited technological infrastructure, and entrenched norms still restrict flexible work arrangements. There remains a preference for face-to-face instruction in disciplines that depend heavily on laboratory work, field studies, or hands-on learning. Additionally, remote teaching can blur the boundaries between work and personal life, increasing workloads and stress for faculty who are expected to be constantly available.

Another concern is the precarity of remote teaching contracts. In some cases, flexibility has translated into job insecurity, particularly for adjunct or part-time staff who may not receive benefits or long-term commitments. While flexibility offers autonomy, it can also lead to fragmentation and reduced institutional support if not carefully managed.

In response to these dynamics, many universities are now exploring blended employment models, combining remote flexibility with periodic in-person engagement. Institutions that invest in digital infrastructure, professional development, and clear remote work policies are better positioned to support faculty in this evolving landscape.

Conclusion

The university teaching profession today is undoubtedly more flexible than ever before, with remote forms of employment playing a growing role. However, this flexibility is uneven and must be balanced with the need for institutional stability, academic quality, and faculty well-being. As higher education continues to adapt to the digital age, the challenge lies not in choosing between remote or traditional models, but in designing systems that empower educators while maintaining the integrity of the academic mission.

Teaching adults at all levels, if flexible, will be able to respond to learners at all levels and learning styles.

The university teaching profession has increasingly adopted flexible and remote working styles, especially in the post-COVID-19 era, due to the impact of digitalization. However, this flexibility varies depending on the nature of the discipline, whether the course is applied or not, and institutional policies. While flexibility is more common in research activities, face-to-face interaction is still often preferred for teaching activities.

حاليا اكثر مرونه و لكن يحتاج إلى حزم و تنظيم اكثر فاعلية

At the University of Zaragoza, distance learning is not yet available for its undergraduate programs. However, in the Erasmus+ BIP programs, teaching is a hybrid of online and offline learning. The BIP learning styles method for primary, secondary, and higher education is implemented in April and May.

University teaching today is increasingly flexible, with growth in adjunct positions, hybrid and remote teaching options, and digital learning platforms, though institutional support and job security for such roles often remain inconsistent across regions and institutions.

Remote and hybrid teaching is common in part-time roles, giving professors flexibility and broader reach. However, tenured and full-time positions usually require on-campus presence, though side gigs remotely are often allowed.

If you’re teaching at a university today, you’re likely to have options—from fully remote to blended and flexible scheduling—along with benefits like increased autonomy and better balance. Hybrid models are the default, not the exception.