In higher education, student-teacher relationship is a critical factor influencing learning outcomes and professional development. This study provides an initial exploration of the relational skills that faculty members at Humanitas University consider essential for effective teaching with the purpose to inform a contextually relevant competency framework.

Usually, such frameworks for university teaching help define the essential skills and knowledge that professors should develop to enhance their teaching effectiveness. They typically cover areas such as curriculum design, teaching and learning facilitation, assessment and feedback, use of educational technologies, inclusivity and student support, and professional development. However, unlike traditional top-down approaches, where competencies are predefined by institutions or accrediting bodies, our study adopts a bottom-up methodology, allowing faculty members to define a framework of relational competencies based on their direct experience and reflective practices. Understanding these elements can help enhance faculty development initiatives and improve the quality of education.

The research methodology consists of focus groups conducted at Humanitas University with academic teachers identified based on their prior involvement in faculty development initiatives and their ability to critically reflect on their teaching practices.

The focus groups explored the relational skills that professors consider essential, along with the criteria they suggested for observing, developing, and assessing these competencies. Structured brainstorming activities and discussions aimed to identify key elements that contribute to effective student-teacher relationships, such as communication, empathy, adaptability, and feedback strategies. Additionally, the study investigates how educators perceived the role of relational competencies in fostering student engagement, critical thinking, and professional growth.

By adopting a bottom-up approach, this study underscores the value of engaging professors in defining their own competency framework, ensuring that the relational skills identified are contextually relevant and aligned with real teaching experiences. Understanding how faculty perceive and assess relational competencies can inform faculty development programs, and refine training initiatives. Ultimately, it fosters the development of not only student-centered approaches but also relationship-centered teaching practices, enabling students to learn more effectively.

Keywords: Student-teacher relationship, faculty development, competencies framework.