This article explores the dynamic characteristics of pedagogical conflicts that arise in higher education settings. It examines the cognitive, communicative, socio-emotional, and institutional factors that contribute to the emergence, escalation, and resolution of conflicts between instructors and students. Drawing on contemporary conflict theory and educational psychology, the paper analyzes the developmental stages of conflicts and their impact on the teaching–learning process. The study emphasizes that pedagogical conflicts, when properly managed, can foster reflective teaching practices, enhance academic collaboration, and contribute to improved educational quality. Recommendations for conflict prevention and management in universities are also provided.  

Pedagogical conflict, higher education, conflict dynamics, teacher – student interaction

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