To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning--the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students' subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework: (1) employing "Inquiry-based Scaffolding Tasks" to motivate students' learning interests and scaffold their progress; (2) encouraging "Engaging Classroom Dialogs" to help students' development of subject expertise and an active learner identity; and (3) using "Engaged Critical Reflections" to build close and trusting teacher-student relationships.