Teacher-Student Communication and Integration Problems in Higher Education

Abstract

This article comprehensively examines the structural characteristics of teacher-student communication in modern higher education institutions, the emerging psychological, institutional, and socio-cultural barriers, as well as the problems of socio-pedagogical integration of students into the academic environment. Within the scope of the research, a comparative empirical analysis was conducted among students studying at undergraduate and graduate levels (N=30). The obtained socio-pedagogical results indicate that while adherence to institutional norms is high at the undergraduate level, communicative autonomy remains low, and the fear of judgment is still active. Conversely, at the graduate level, communication is shifting towards scientific partnership and cooperative relationships. In conclusion, the necessity of transitioning from traditional authoritarian-monological management to subject-subject relations and dialogic discourse in university classrooms is justified. The article proposes practical recommendations for higher education institutions regarding the establishment of an adaptive-supportive model at the undergraduate level, the humanization of constructive feedback mechanisms, and the expansion of interactive teaching methodologies.