University-Level Methods for Developing Pedagogical Charisma

Abstract

The formation of pedagogical charisma in university education has become an increasingly
relevant concern amid contemporary educational transformations, which require teachers to
possess extensive skills beyond the cognitive dimension of teaching. Although teaching and
methodological strategies are frequently analyzed in the literature, the charismatic
dimension of the university professor is less explored as an implicit factor of motivation,
involvement and personal development of students. Pedagogical charisma is approached in
this study as a developable professional competence, built through communicative,
relational and emotional behaviors specific to the educational context. The purpose of the
article is to clarify the concept of pedagogical charisma and to substantiate a conceptual
model of its formation at the university level. The approach has a theoretical-analytical
character and aims to identify the main dimensions of pedagogical charisma, as well as
training strategies that can be integrated into master's programs in education and
communication. The results of the analysis highlight that the formation of pedagogical
charisma can be structured around components such as professional skills, pedagogical
conduct adapted to students, empathetic communicative interactions, relevant personality
traits, and the creation of a positive educational climate that stimulates learning motivation.
The idea that the charismatic teacher is perceived as a facilitator of learning and a value
benchmark, capable of positively influencing the intrinsic motivation, involvement and
responsibility of students towards their own educational path, is outlined.