This study investigates the influence of lecturer non-verbal cues on student perceptions of teaching quality, considering the moderating effects of gender and age. Non-verbal communication is crucial in instructional settings, impacting students' engagement, learning experiences, and overall perceptions of teaching effectiveness. Drawing on the social identity theory, the study explores the relationships between specific non-verbal cues displayed by lecturers and students' perceptions of teaching quality. A quantitative research design is employed, comprising questionnaires. The participants include 614 students from various Technical University education programs, selected using the Google Form. The questionnaires assess students' perceptions of lecturer non-verbal cues and teaching quality, with Likert scale items (i.e. 1. Strongly disagree to 5. Strongly agree) providing quantitative data. Quantitative analysis reveals significant associations between non-verbal cues such as facial expressions and gestures, and positive teaching quality perceptions. Moreover, gender and age are identified as moderators, affecting students' interpretations of non-verbal cues and subsequent evaluations of teaching quality; however, students do not place much emphasis on these two variables. The findings contribute to instructional communication theory, advancing the understanding of how non-verbal communication influences teaching effectiveness.