Learning transformations ask rethinking teaching „in” and „out” higher education (curriculum design, teaching styles, multidisciplinary approach, digital integration, etc.), stimulating a reconsideration of the principles that guide all types of students’ progress and evaluation. Even if the formalising of these teaching elements, through easily operationalizable and evaluable quality standards isn’t an effortless process, it could provide a solid and trustworthy starting point, especially in the context of the comprehensive extended learning and teaching mechanisms for non-traditional students, at different stages in their personal career’s evolutions. Depending on the latest social and educational challenges and developments so far, new ways of approaching learning (transformative, pro/re-adaptive, customised, networked, inclusive, resilient, motivational, inspiring, unique, etc.) are to be identified and further explored and understood, as they would most probably reshape the teaching inside and outside higher education, speedily. What is happening with its quality mechanisms, remains an open debatable question … as well, „in” and „out” higher education.