Purpose <p>Relational pedagogy foregrounds the interpersonal, ethical, and dialogical dimensions of teaching and learning by positioning the quality of educational relationships as central. However, competitive and performance-oriented cultures in higher education risk marginalising these dimensions, and the application of relational pedagogy in occupational therapy education remains underexplored. This paper aimed to describe and discuss the relevance and application of relational pedagogy within Swedish occupational therapy education.</p> Methods <p>A discussion paper informed by interviews and reflections with senior lecturers at a Swedish university. Interview data were analysed using qualitative content analysis, refined through collegial discussion, engagement with previous literature, and reflexive notes informed by the author’s teaching experience.</p> Results and discussion <p>Two categories were identified: 1) Learning as a co-created occupation, and 2) A foundation for deep learning and professional development. Relational pedagogy was operationalised through dialogical routines and shared pedagogical cultures, and hindered by high workloads, and reduced relational attunement in digital or hybrid learning environments.</p> Conclusions <p>Relational pedagogy aligns closely with occupational therapy’s core values, but sustained implementation requires institutional recognition of the time and emotional labour involved, alongside a shift from individualistic and technical approaches towards a pedagogy that embed care, dialogue, and mutual engagement within educational practice.</p>