Teaching in universities is expected to go beyond immediate exam preparation. A central function is to help learners develop the ability to think independently, learn on their own and adapt to new situations. Intellectual autonomy enables graduates to handle complex and changing demands in professional and social life; promoting such autonomy and lifelong learning skills is therefore a key function of higher education teaching.
Option A:
This option describes a very narrow and authoritarian view of teaching. Transmission without questioning stops students from engaging critically with knowledge. It contradicts the spirit of academic inquiry and does not represent a key function of modern teaching.
Option B:
This option correctly emphasizes long term intellectual growth rather than short term performance. It reflects the idea that students should become self directed learners who can continue learning after formal education ends.
Option C:
This option stresses obedience to rules as the main function, which reduces teaching to control. While some regulation is necessary to maintain order, it is only a means to create a conducive climate, not the primary function of university teaching.
Option D:
This option focuses only on examinations, which are one form of evaluation. If teaching is reduced to exam coaching, it neglects broader cognitive, affective and social development, so it cannot be considered the central function of higher education.
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