Teaching Through Laughter: A Practice-Informed Framework for Instructional Humor in Higher Education

This conceptual, practice-informed article distinguishes pedagogical playfulness from instructional humor and examines how they can complement one another in higher education. Drawing on relevant literature and the author’s teaching experience, it develops a framework connecting both approaches with psychological safety, cognitive flexibility, experiential learning, classroom interaction, and transferable skills. Classroom illustrations include a rap-based assessment, a kinesthetic communication game, and a two-stage leadership simulation. These activities are playful in design, while humor may be intentionally incorporated or emerge through unexpected interactions. The illustrations explain pedagogical purposes rather than demonstrate measured student outcomes. The article also examines how playful activities and instructional humor can support classroom interaction while maintaining academic authority, cultural sensitivity, inclusivity, and professional boundaries. It argues that pedagogical playfulness and instructional humor can coexist with academic rigor when they are purposeful, relevant to course content, ethically responsible, and supported by structured reflection. The article concludes with practical considerations for incorporating both approaches into higher education teaching.