Descriptions of what teaching quality in higher education refers to are dynamic, multidimensional, and constantly evolving. Subjective perspectives of university students and educators on teaching quality directly influence the ability of education to unlock potential, both at the individual and societal levels. This research project draws on research that considered the Covid-19 pandemic as disruptive to the way university educators worked and self-identified before the forced digital transformation. The aim is to provide what is currently missing, namely a comprehensive and contemporary understanding of teaching quality in post-pandemic higher education. Based on the perspectives of students and educators, this study’s findings are essential for developing equitable and future-focused educational practices in higher education. Q methodology, combining qualitative and quantitative aspects, is applied. The approach does not impose any categories onto the participants and thereby allows the emergence of their subjective perspectives through a systematic methodological procedure. The project’s first substudy investigated the subjective perspective of university educators. Its findings highlight the positive changes that emerged in post-pandemic higher education, such as educators’ increased openness to innovative teaching methods and enhanced flexibility in learning environments. Results also show a perceived loss of support opportunities for students and their learning processes. We are currently collecting data from students for the second substudy and will eventually compare the perspectives. Drawing on our background as academic developer, the study aspires to open up a critical dialogue between students and educators and facilitate inclusive discussions on educational equity, innovation, and the pursuit of societal progress.