The study explores the relationship between teaching practices and the level of tolerance at higher education institutions through the concurrent triangulation method. The Mix Method Research technique was used to analyze the data. For qualitative data, Focus Group Discussions (FGDs) were conducted with a focus on understanding the teaching patterns and practices at the university. The level of interpersonal tolerance among students was measured through an existing scale. The thematic discussion on issues of equality in the learning process; teachers' reflective practices; Discussion and debate in the classroom; creativity and critical thinking; freedom of speech and expression; and students' self-confidence and authority in the learning process are the focus of this paper. The study reveals that learner-centred instruction, which focuses on engaging students and providing them with a broader perspective, facilitates logical debates among students from diverse backgrounds.