<p>A critical review of how sociology is taught is urgently required: first, to ensure high-quality education for students and second, given new modes of accessing information, including generative artificial intelligence (AI), to provide students with effective tools and skills to allow them to recognise the value of university-level courses and materials. Considering this, national and international sociological associations should encourage empirical research to map the current state of sociology teaching, which is often lacking in the international, especially European, debate. This paper analyses 300 introductory sociology courses in Italian universities, examining teaching staff profiles, course locations, textbooks used and pedagogical approaches. The analysis reveals that faculty members teaching introductory sociology courses generally hold positions aligned with the sociological discipline. Most instructors are assistant, associate, or full Professors, formally employed as sociologists. Both national and international textbooks are commonly used. Two main approaches characterise these textbooks: a historical-philosophical perspective and an encyclopaedic style. Only a few textbooks incorporate pedagogical tools, and those that do have only recently started to introduce them. There is no consistency in the selection of textbooks across universities, departments and degree courses. Sociology teachers are left to choose the textbooks and pedagogical structure for their courses, guaranteeing maximum freedom, but also putting considerable pressure on them, especially on young fellows. This paper contributes original empirical data that can be used for comparative studies and shows that it is necessary to develop discussions and pedagogical practices to support the teaching of sociology at university level, especially inexperienced teachers.</p>