The goal of this paper is to analyze how sociocultural factors influence the implementation of local educational reforms on university faculty and in particular on those who are involved in future teachers’ training. The most prominent influence of these factors became apparent because of the transition from a 5-year degree program that trains specialists to a two-tier education that includes bachelors’ and masters’ degree courses. A formal transition has been successful but the biggest risk of sustaining the same instruction type remains. It means that a teaching process still preserves an informative-controlling nature when university instructors prefer to deal with large groups of students rather than with individuals. However, the individualization of higher education has become, without exaggeration, the top priority for a modern labor market, as training mass professions is gradually decreasing and is more and more pushed into the background. Today, even employees, who simply have to follow a set of instructions, need to acquire, along with knowledge, professional traits and key individual competences. In this situation the success of every university graduate depends less on a student’s amount of knowledge and more on the ability to solve problems differently, being able to obtain knowledge independently.