The concepts of interaction in the classroom and student-teacher relationship hold significant importance in the context of Higher Education. However, these terms are subject to diverse interpretations and definitions across different educational cultures and frameworks. This study aims to go deeper in the interpretation and use of these varying definitions by conducting a review of existing literature and presenting empirical findings from a research conducted at the Italian Higher Education level.

Our literature review reveals that interaction in the classroom is often characterized by the frequency and quality of exchanges between students and teachers, as well as among students themselves. This interaction can be mediated by various factors, including teaching methodologies, classroom dynamics and even technological tools. In contrast, the student-teacher relationship tends to be viewed through the lens of emotional and academic support, mentorship, and the overall rapport between students and academic teachers. The differences in these interpretations are influenced by national educational policies, institutional practices, and cultural expectations within different countries and, many times, their interpretation might overlap.

Our research builds on a previous project that investigated relationship-centered teaching practices in Italian universities with a multidisciplinary perspective: it identified a gap in the interpretation of these two concepts among the research members and the universities participating at the project, often coinciding resulting in an overlap.

The current study aims to bridge this gap by providing a more nuanced understanding of how interaction and relationships in the classroom are defined, experienced and interconnected across different educational settings.

In conclusion, this study contributes to the ongoing discourse on Higher Education pedagogy by highlighting the variability in definitions and interpretations of key concepts that underpin effective teaching and learning. It provides valuable insights into how progressive educational practices can enhance classroom dynamics and student-teacher relation.

Keywords: Interaction, student-teacher relationship, classroom dynamics.