This study explores how early‑career PhD students at the Faculty of Engineering at Lund University experience their teaching duties. Using two focus groups, we found challenges related to limited possibility for preparation, unclear expectations, and mismatches between allocated and actual time required for teaching. Participants reported stress, especially considering time and expectations to teach unfamiliar material, and emphasized the value of structured onboarding, earlier planning, and opportunities for shadowing experienced teachers. The findings suggest that improved support systems and clearer teaching structures are essential for helping PhD students balance teaching with their research and for them developing confidence in their dual role.
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