In the current context of increasing aesthetic diversity and evolving notions of professionalism, this study explores university students’ perceptions of teachers with visible tattoos. It examines how such bodily expressions affect the symbolic construction of academic authority, the level of respect teachers receive, and their overall professional image. Using a qualitative, phenomenological-interpretive approach, semi-structured interviews were conducted with a purposive sample of twenty students from various academic disciplines. Thematic analysis, supported by qualitative data software, revealed a nuanced range of interpretations associated with visible tattoos, from acceptance and neutrality to rejection.

The findings highlight a growing acceptance of aesthetic diversity, particularly among younger students, who prioritize competence, ethical integrity, and interpersonal approachability over physical appearance. However, entrenched stereotypes persist, linking tattoos to informality, lack of seriousness, or rebelliousness—especially when tattoos are large, prominently placed, or worn by older faculty members teaching in traditionally formal disciplines. Visibility, size, academic field, and teacher age emerged as key factors that modulate student perceptions.

Significantly, many students ascribed positive values to tattoos, such as authenticity, courage, identity, and emotional closeness. These attributes were seen to foster a more horizontal and humanized teacher-student relationship. At the same time, cultural representations associating tattoos with marginality, irresponsibility, or lack of professionalism still endure, reflecting the resilience of a conservative professional ideal in certain segments of the academic community.

The study concludes that the teacher's body acts as a “pedagogical text” laden with social meanings, and that its conscious management can contribute to more inclusive educational environments, where bodily diversity is seen as a didactic asset rather than a threat to professional legitimacy. The research calls for a deeper reflection on bodily aesthetics in teacher training programs and urges institutions to reconsider policies that regulate teachers’ appearance in classroom settings. Ultimately, this study invites a broader discussion on the types of authority we aim to construct in higher education and how the teacher’s image can both challenge and reinforce these models.

Keywords: Aesthetic diversity, teacher identity, tattoos in education, professional image, educational inclusion.