The article focuses on analyzing the problematic nature of the pedagogical interaction between educators and students in higher education and justifying the place and significance of polysubjective interaction in the professional training process of future educators. The polysubjective approach serves as the methodological foundation of the study. The study explored problematic aspects and the typology of pedagogical interaction in higher education at the Pedagogical Institute of Belgorod State National Research University. The students identified the most pressing issues causing dissatisfaction with the conventional teacher-student interaction at the university: a sense of role distance, inadequate opportunities for informal communication with their teachers, and reduced contact time due to remote learning. The problem of different value orientations, the “generation gap” between educators and students, was pointed out by both sides. As a result, the research concluded that there is a need to strengthen the polysubject character of pedagogical interaction between students and teachers in the traditional system of training future educators at higher education level. This requires changes, such as promoting dialog, polylogue, cooperation, and partnership. The statement assumes a high level of engagement from both teachers and students, acknowledging the diverse relationships that arise from working towards common objectives and a broad range of motives.