Instructor-Student Interaction in Higher Education

Instructor–student interaction in higher education encompasses the strategies and behaviours through which educators and learners engage during teaching and learning processes. This interplay spans verbal and non-verbal immediacy, social support, credibility and rapport. Theoretical frameworks drawn from social cognitive theory and motivational and engagement models highlight the impact of interpersonal communication on learner motivation, cognitive and affective outcomes. In lecture theatres and online platforms alike, the quality of interaction influences academic success, satisfaction and retention. Recent shifts towards blended and emergency remote teaching have underscored the need to adapt pedagogic approaches to maintain connection, foster inclusive environments and bridge digital divides. Across cultures, power dynamics, emotional bonds and technological affordances shape interaction patterns. Evidence points to the global significance of cultivating supportive instructor behaviours, timely feedback and clear expectations to enhance student autonomy and resilience.

Research from Nature Portfolio

Recent studies have modelled how instructor social support shapes student emotions and engagement across cultural contexts. One investigation compared classrooms in the United States and China, demonstrating that positive instructor behaviours signal network support, mediate positive affect and bolster engagement, while cultural norms modulate negative emotional responses. Further research during pandemic-induced remote teaching examined the influence of perceived support and spiritual coping beliefs on engagement and achievement. This work identified loneliness as a detractor from both engagement and performance, with engagement mediating effects on academic outcomes and personal beliefs serving as boundary conditions. Taken together, these findings underscore the centrality of empathetic and supportive instructor–student communication in fostering emotional well-being and sustained engagement in both physical and virtual learning environments.

Instructor-Student Interaction in Higher Education publication trend

The graph below shows the total number of articles in instructor-student interaction in higher education across all publications each year (not limited to Nature Index journals).

Technical terms

Teacher immediacy: Behavioural cues, verbal and non-verbal, that reduce psychological distance between instructor and student and promote engagement.

Teacher credibility: The perception of an instructor’s expertise, trustworthiness and dynamism as judged by students.

Student engagement: The degree of attention, interest and active participation that students exhibit in learning activities.

Social support: Emotional, informational and instrumental assistance provided by instructors to foster student well-being and resilience.

Instructor–student rapport: A positive interpersonal connection characterised by mutual respect, understanding and effective communication.

References

1. Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation. Humanities and Social Sciences Communications (2024).
2. Loneliness, student engagement, and academic achievement during emergency remote teaching during COVID-19: the role of the God locus of control. Humanities and Social Sciences Communications (2022).
3. EFL teachers’ credibility, nonverbal immediacy, and perceived success: Astructural equation modelling approach. Cogent Education (2020).
4. A Functional Review of Research on Clarity, Immediacy, and Credibility of Teachers and Their Impacts on Motivation and Engagement of Students. Frontiers in Psychology (2021).
5. Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education (2021).