ABSTRACT
Results of a longitudinal research carried out within the Faculty of Electrical Engineering (University POLITEHNICA of Bucharest) to identify the dynamics of student preferences regarding the teaching-learning-assessment process are presented in this paper. The research was carried out throughout one full generation (four academic years) of students. The results showed that the academic maturity of the students (defined as the transition to a higher academic year) majorly impacts only the students' preferences regarding some aspects like the way of conducting the laboratory and project applications, the subject's final evaluation procedure, the fining of academic deception and the mandatory evaluation of professors' activity by students. The studied generation (2016-2019) is the last one before the COVID-19 pandemic, before the paradigm shifts through the sudden transition to fully online activities highlighting the relevance of this research. © 2023 IEEE.