The pandemic (first disruption) eventually led to a forced digital transformation (second disruption) in higher education. Consequently, university educators had to re-navigate their academic teacher identity. This study's purpose is to contribute new knowledge about how teaching quality in current, post-pandemic, higher education might have been affected by these structural changes. To identify consensus and patterns of disagreement regarding subjectively perceived changes, rather than investigating an objective reality, Q methodology was selected. Forty-three university educators shared their views by rank-ordering a set of teaching quality aspects. Q method analysis allowed the emergence of three statistically distinct factors (F1-F3), which were interpreted. More openness concerning new teaching methods and technological innovations and increased accessibility of teaching were seen as positive changes by all factors. Different areas of change regarding teaching quality were most prominent in the three factors: promising change concerning educators' use of visualizations and their pedagogic knowledge and skills (F1); a loss of support for and facilitation of students' learning processes (F2); aspects connected to their own mental health and their awareness of what makes them happy before and during classes (F3). Additionally, results illustrate that in post-pandemic higher education, some university educators might distinguish between mode of delivery and content of teaching when discussing teaching quality. In conclusion, data shows that the disruptive time, despite its unfortunate origin, seems to have triggered both positive changes and revealed new areas of academic development. It remains to be seen how permanent some of the subjectively perceived changes are.