From Educators to Caregivers: Exploring the Compassionate Side of University Teaching

In contemporary higher education, university professors are increasingly seen not only as educators but also as caregivers who support students' emotional and personal development. This dual role is particularly evident in universities with a strong legacy of teacher training, where the tradition of nurturing is deeply embedded. In many of these institutions, a significant proportion of professors are women, which further reinforces the association between teaching and caregiving roles. Beyond subject knowledge, students expect professors to be empathetic and responsive (Anderson et al., 2020; DeShields Jr. et al., 2005). Sympathetic attitude of faculty is positively linked with overall student satisfaction during their studies (DeShields Jr. et al., 2005) and connected to students’ motivation, confidence and ability to solve academic problems (Thomas, 2002; Li, Wang, 2023; Lee, Yuen, 2019). As former pedagogical universities, the institutions we studied have a long history of preparing professionals to work with people, emphasizing empathy, patience, and a deep commitment to student well-being.

The field study focuses on four non-selective Russian universities, originally established as pedagogical institutions for regional social development. Data was collected through 135 in-depth interviews with students, faculty, and administrative staff, exploring themes like personalized learning, student-faculty communication, and emotional support. The study applied inductive thematic analysis to examine the interactions between students, faculty, and administration, highlighting the culture of care in these institutions. Our results indicate that university staff act as supportive mentors, accommodating students' personal and academic needs. On the other hand, they practice excessive supervision of students who are treated as dependent and incompetent, while their autonomy is limited by parental involvement. These universities maintain a school-like environment, prioritizing moral education over academic rigor. They serve as transitional spaces for students with lower academic ambitions, focusing more on creating a comfortable environment than on educational and scientific missions.