The article describes and analyzes some evolutionary aspects of the university didactic paradigm. The author pleads for the re-thinking, here and now, of the university teaching, learning and assessment theory of this European zone, of the perspective of quality and efficiency. Due to the fact that, the student spends, according to the current curricular measure, a lot of his learning time with the teacher, (meaning that there are a lot of lectures in the educational plans), there appears the necessity to initiate some informative and formative actions on the advanced psycho-pedagogical theories, as well as the necessity to conceive the didactic measure based not only on the practical intuition, on the achieved experience or on imagination. There also appears a deficiency in the actualized didactic tools, according to the contemporary exigencies, becoming more and more acute for the beneficiaries of university didactic services, limiting the potentiality acquisition of intellectual, cultural and professional competences, stated in the regulatory documents. There is an opinion that the continuous optimization of the superior educational process is going to be accomplished with some common efforts of different educational actors and with many ways of ensuring quality, here and now, in classrooms, with realistic and functional expectations of the future professional career.