TEACHER-STUDENT RELATIONSHIP IN HIGHER EDUCATION: BETWEEN CHALLENGES AND PEDAGOGICAL POTENTIALITIES

Abstract

This study presents a literature review on the teacher-student relationship in higher education, focusing on the affective, pedagogical, and psychosocial dimensions that permeate the teaching-learning process and their implications for the mental health of educators and students. The findings indicate that pedagogical environments grounded in dialogue, mutual respect, and recognition of individuality foster academic engagement, creativity, and knowledge retention, activating neural circuits associated with memory and problem-solving. Conversely, authoritarian practices generate stress responses that inhibit executive functions, increasing the risks of anxiety, burnout, and dropout. The combination of active methodologies and nonviolent communication has proven effective in promoting safe affective climates, especially in post-pandemic digital contexts. However, gaps remain in large-scale studies and research on specific populations, such as Indigenous students and senior faculty. The article also highlights the emotional burden on educators resulting from expectations to fulfill multiple roles (tutor, therapist, and emotional manager) without adequate institutional support. In response, peer mentoring programs, reduced teacher-student ratios, and the provision of psychological support services emerge as protective strategies. It is concluded that the teacher-student relationship is not peripheral but rather the core of the university experience; investing in its quality requires recognizing affectivity as the foundation for cognition and holistic education. Finally, directions for future research integrating mixed methods, multicentric approaches, and intersectional analyses are suggested to deepen the understanding of affective dynamics and broaden the representativeness of studied populations.