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The complexity of university teaching requires the development of studies that allow contrasting the experiences of teachers in different settings, so this work compares the characteristics of the training of students in three universities, one in Spain, one in Mexico and one in Venezuela. A non-experimental design research was carried out with a descriptive level using the Questionnaire “Indicators of Teaching Excellence at the University of Granada”. The results demonstrate the importance attributed in teaching to the following features: knowledge of the subject, planning, communication, didactics, evaluation, and reflection as mechanisms for permanent innovation. The relevance of evaluation and motivation were found as coincident elements in the three institutions, that demonstrates a shared vision of context-independent teaching. To conclude, the centrality of the ethical dimension stands out, the vision of this activity as a quality service prevails in which improvisation must be avoided and an innovative action must be deployed and also permanent communication and fair evaluation. [ABSTRACT FROM AUTHOR]