Led by Carolina Jorquera and María José Rodríguez, the Dicyt 2025 Project from Usach’s Faculty of Humanities investigates the impact of higher education’s growing demands on university teachers. Titled “Experiences of university teachers associated with the demands of training and student characteristics: implications for personal and interpersonal care,” their study specifically examines effects on emotional well-being and interpersonal dynamics within the classroom.
The study stems from the need to understand how changes in student characteristics, new methodologies, and institutional expectations influence teaching practices. “University teaching has undergone significant transformations in recent years, leading academics to face greater challenges both in their teaching practices and in their personal well-being,” explains the researcher.
One of the research’s main focuses is emotional stress on teachers. “We often discuss academic stress from the students’ perspective, but rarely consider how classroom conditions affect teachers,” Jorquera explains. To address this, the team will gather testimonials from teachers across disciplines regarding their experiences, emotions, and coping strategies for teaching demands.
This study also explores the role of self-care strategies in boosting academics’ quality of life and strengthening their connections with students. “Prioritizing teachers’ personal care and emotional well-being not only supports them but also has a significant positive impact on student learning and cultivates a healthier educational setting,” notes the researcher.
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Another key aspect is how interpersonal relationships within the classroom are influenced by student characteristics. “Student generations have changed, and so have their interactions with teachers,” the researcher explains. “Understanding these transformations is essential for building more inclusive and effective learning spaces.”
The Faculty of Humanities’ Dicyt 2025 Project underscores Usach’s commitment to higher education research, highlighting teacher well-being as crucial for improving instruction. “We hope this study not only generates knowledge but also contributes to university policies that promote the care and appreciation of teachers,” Jorquera concludes.
The study’s findings will emphasize the significance of teacher well-being in higher education, advocating for self-care and improved classroom dynamics. This initiative aims to cultivate healthier, more inclusive academic environments, reflecting Usach’s dedication to continuous teaching improvement and teacher development.