Quality Assurance in Teaching: An Obstacle or an Opportunity for Development?

Within the framework of AVA 3, which emphasizes continuous improvement in teaching quality, student-centred learning, and faculty professional development, this study investigates students’ perceptions of two key dimensions of university teaching: metacognitive classroom management and the coherence of learning materials. A crosssectional exploratory design was adopted, involving 79 students enrolled in the Primary Education degree programme at the University of Foggia. Data were collected through an ad hoc questionnaire comprising 22 items rated on a five-point Likert scale. Findings indicate that students attribute particularly high importance to the clarity of learning objectives (M = 4.87), coherence between learning materials and classroom activities (M = 4.83), and the overall contribution of these dimensions to university teaching quality (M = 4.84). Both scales showed high internal consistency (α = .91; α = .87), while no statistically significant differences emerged between attending and non-attending students.