In the first half of the 1980s of the last century, higher education institutions in the USSR, including those in the Moldavian SSR, continued to function according to the old Soviet standards. Their activity was focused on training highly qualified specialists, well trained from a moral point of view, in the spirit of Marxist-Leninist principles. The situation began to change in the second half of the 1980s, when, as a result of the national liberation movement, a favorable context for change was formed. Until that moment, the states of revolt against Soviet oppression, existing in the student and academic environment, were in a latent state. The movements of 1985–1988, which began in Moscow with Gobachev’s Perestroika, generated disruptions with powerful and long-lasting effects throughout the Soviet empire. They were most felt in the Baltic States, Moldova, Georgia and Ukraine. In those circumstances, the programmatic directions of social action were designed, which was oriented to undermine and weaken the Soviet regime. But the big stake was freedom and independence. The events that took place later conditioned the reformation of the higher education system and, by default, determined the reconfiguration of the student – teacher relational framework. The new configuration of the student – teacher relational framework in the 1980s–1990s represents the object of scientific investigation of this paper, which is to be exploited under the aspect of both formal and informal relations.