The teaching component of faculty promotion regulations, as a key pillar of the higher education evaluation system, plays a decisive role in guiding the quality of university teaching activities. However, existing evidence indicates that this component—especially in the humanities and social sciences—faces challenges and shortcomings that limit its effectiveness in achieving qualitative educational goals. The main issue addressed in this article is the inefficiency of teaching evaluation mechanisms within faculty promotion regulations in the fields of humanities, social sciences, and arts. Aiming to diagnose these issues and propose corrective solutions, this study adopts an analytical–critical approach combined with a comparative review. Data were collected and thematically analyzed through document analysis of promotion regulations in selected universities in the humanities and social sciences, critical review of previous research, Legal and factual questionnaire and ten expert panel sessions. The findings indicate that the main challenges include the dominance of quantitative indicators over qualitative components, overreliance on student evaluations, lack of multidimensional assessment mechanisms, and neglect of mission-specific and disciplinary differences among universities. In contrast, a comparative study of leading international universities shows that teaching evaluation in these systems is based on a combination of qualitative and quantitative indicators, peer review, direct observation of teaching, professional self-assessment, and structured feedback, treating teaching as a professional and development-oriented practice. From a holistic perspective, innovative revision of the teaching component in faculty promotion regulations requires a shift from a purely point-based approach to a qualitative–combined model, the design of distinctive and flexible indicators suitable for humanities, social sciences, and arts, and the strengthening of links between teaching and faculty professional development. The findings of this article can provide a foundation for reforming policies aimed at enhancing teaching quality in Iran.