This observation your have made is of those days where the lecturer was considered to be a source of knowledge...it is an outdated concept of teaching in the modern world where students have unlimited sources of knowledge..they can access to learning resources every where...the role of a lecturer in that context is leading and motivating students into a learning process and engagements.....It is no more a teaching based approach.

University teaching emphasizes critical thinking, independent learning, and research-based content. It fosters academic depth, student engagement, and professional development.

Thank you for your responses. Masoud Jackson Issah, the idea that the teacher is a source of knowledge is not outdated: it's an integral part of defining teachers' pedagogical identity. In contemporary education, the teacher should not be considered the only source of knowledge, fostering independent learning, critical thinking, and intellectual explorations. Both traditional and innovative methods are applied in current classrooms, such as collaborative teaching, peer-to-peer learning, and teacher-led discussion groups.

University teaching focuses on helping students think critically, learn independently, and connect with real-world issues. It’s more flexible than school teaching—teachers design their own courses, use research-based content, and encourage open discussion. Learning goes beyond textbooks, using methods like seminars, group projects, and digital tools. Students are expected to take charge of their learning, while teachers guide, challenge, and support them. Ethics, academic freedom, and lifelong learning are key values. Overall, university teaching aims to prepare students not just for exams, but for thoughtful, informed, and adaptable lives.

University teaching should be embedded in the universal characteristics of a university, i.e. research. Thus university teaching should not only introduce the student to the state of art of research in the (inter)discipline, but also challenge the student to do research, i.e. think critically, analytically, problem-solving, evidence-based, independently while at the same time teamlike and communicative. This is not an easy didactic nor pedagogy, but it is worth experimenting and always open to improvement through lessons learnt.

Thank you for sharing your valuable insights. I agree: University teaching should not only focus on exam-level knowledge, but also on lasting values, which foster a growth mindset, cognitive resilience, and self-awareness among students. Academic teaching should form the thinkers of tomorrow, who will make positive changes, contributing to the better version of the world.

If you don’t bring something new to life, you become a burden on it. Good university teaching is more than just giving students information. It helps them think deeply, come up with new ideas, and make useful contributions to their field and to society. In my experience, I saw this clearly during graduate studies. Teaching was not only about sharing knowledge, it also helped us explore new topics and do research. The main qualities of university teaching are encouraging curiosity, helping students think for themselves, and supporting them in becoming creators of new knowledge.

The main characteristics are having a sense of humor, empathetic, culturally responsive pedagogical knowledge, and a good pedagogically style that is being well planned and prepared.

From my perspective, university teaching goes beyond content delivery, it should be a multidimensional practice shaped by ethics, empathy, and a commitment to learner development. It shouldn't just be all about academic success, but holistic student development.

Thank you all for sharing your insights. I agree that university teaching is multidimensional, value-driven, and pedagogically rigorous. Content delivery should indeed be one aspect of it, but not a defining characteristic. Academic teaching should foster critical reflections, self-knowledge, ethical worldview, and cross-cultural understanding.

La docencia universitaria es un proceso que exige actualización constante, no solo en el ámbito disciplinar que conforma el perfil profesional del docente, sino también en el dominio de aspectos pedagógicos. Es fundamental que el profesorado universitario desarrolle competencias sólidas en la planeación, la implementación y la evaluación del proceso de enseñanza-aprendizaje, con el fin de responder de manera efectiva a las necesidades formativas de los estudiantes y a los desafíos del contexto educativo actual.

Asimismo, la actitud y las fortalezas éticas del docente constituyen elementos esenciales en el ejercicio académico. La responsabilidad, la honestidad, el respeto y el compromiso con la formación integral del estudiante no solo fortalecen la calidad educativa, sino que también contribuyen a la construcción de entornos universitarios más humanos, críticos y éticamente sólidos.

More peorseonalized and self learning is expected. Instructors should lead tudents to make their own research for more deep learning.

University education should be a transformative experience; they should become change agents in the society, harness interpersonal and intrapersonal skills develop character qualities and achieve personal growth as well as professional growth/professional identity formation.

I am not sure the objectives you mention here are or should be typical for university education. The most transformative learning is at kindergarten and professional growth and identity formation also already happen in secondary vocational education. The ability to critical, objective and evidence analysis and research however are most typical objectives of university education.

Thank you for your insights. Each person has one's own individual philosophy of education, shaping fresh ideologies and contributing to pedagogical spheres in a valuable way.

It is and it should be guiding the university students to acquire relevant knowledge and skills...