Towards implementation of tutoring at KUL: the teacher’s perspective

The article focuses on academic teachers and their needs regarding the introduction of tutoring at the John Paul II Catholic University of Lublin (KUL), Poland. In May 2022, 196 teachers completed a survey concerning their knowledge and use of tutoring methods. Their answers were examined through qualitative analysis, supported by descriptive statistics. While 39% of respondents declared using tutoring in their classes, the remaining 61% did not. Those who practised tutoring appreciated the possibility of working individually with students and supporting their academic and personal development. For others, the main difficulties were rather practical: too many students in a group, teaching overload, or simply not knowing enough about tutoring to introduce it into their classes. Interestingly, teachers from both groups pointed to similar needs, particularly further training, consultations with experienced practitioners, and changes in how teaching is organised at the university.