ABSTRACT
The European Higher Education Area (EHEA), established in Bologna in 1999, has introduced methodological and paradigm changes in higher education. Curricula and teaching methodologies have been adapted to answer to the need to promote long-life learning and new labour market challenges. Specifically, training in general competences required by employers as problems solving, communication skills, teamwork, etc., has been introduced in higher education in the last two decades. Students should take responsibility for their own learning process and guide it. Likewise, the teacher’s role has to be oriented beyond teaching specific contents to motivate students to acquire significative learning throughout their life, as a contribution to their personal growth. In academia, the teaching-learning processes continue to be carried out mainly through purely cognitive approaches, leaving aside the fact that we learn better through enactive and embodied approaches that look at the person in a holistic way.
