Abstract

The primary objective of this research study is to assess teacher-student interactions in the learning environment of construction engineering programs in both a Chilean and a Spanish university. A simultaneous comparative case study is conducted in both programs. Each case has a sequential mixed design using the “teaching climate scale conducive to university student learning.” Qualitative interviews are applied to professors and students. The results show that differences favor the Chilean case over the Spanish case in four dimensions: 1) autonomous learning, 2) organization and discipline in the development of the teaching-learning process, 3) values, and 4) evaluation. Qualitatively, dimensions such as teaching role, university policies, and Chile’s seismic nature explain these differences. It is concluded that the Chilean case exhibits the best teacher-student interaction due to having a learning-oriented relationship and due placing more value to enhancing student social engagement.