Student–Teacher Communication in Digital Higher Education: Politeness, Implicature, and Institutional Interaction

This study investigates the linguistic mechanisms of politeness and conversational implicature in digital classroom interactions at “1 Decembrie 1918” University of Alba Iulia (UAB), Romania. Rather the research adopts a corpus-based approach to analyze five authentic communicative situations extracted from institutional digital platforms (Moodle (version 4.3.2; R Core Team, 2023), Microsoft Teams, and institutional email exchanges) between academic staff and students during 2022–2024. The corpus comprises 247 naturally occurring discourse units. Through qualitative and quantitative analysis, the study identifies recurrent patterns of face-threatening acts (FTAs), mitigation strategies, and implicature generation in asynchronous and synchronous digital contexts. The findings reveal that digital mediation creates a distinctive pragmatic register in which participants use compressed politeness strategies, exploit contextual ambiguity, and rely on shared institutional knowledge to convey and decode implicature. Crucially, the study situates its results within the broader framework of the Romanian higher education system, reflecting ongoing tensions between hierarchical academic culture and digitalization imperatives introduced in the post-pandemic educational environment. Recommendations for digital communication literacy training at an institutional level are provided.