(1) The Bologna Process and the definition of the European Higher Education Area had a profound impact on higher education in Europe after 1999. But how exactly did this change the classroom, and how did research respond? This literature review aimed to identify changes in the literature on learning and teaching processes in higher education concerning organisation, pedagogical approaches, and curricular practices in the post-Bologna period (2010–2020) and to determine the main changes or transformations resulting from the Bologna Process. (2) Methods: The research was conducted using the Scopus and Web of Science databases, and a set of 86 articles was defined with a PRISMA model. (3) Results: The procedure yielded three main categories concerning (i) global issues in teaching and learning processes, (ii) specifically active methodologies and (iii) the integration of ICT in higher education (HE) environments. Additionally, the research experimented with a fourth category concerning (iv) the cross-continental impact of the Bologna Process. (4) Conclusions: The review indicates that the post-Bologna period was both important as a research theme and that these subjects underlining a student-centred education were impactful to the EEHA and even worldwide. However, most research also highlights the need to investigate and monitor the use of active and digital methodologies, carefully adapting to the diversity of students, universities, and cultures.
Sanches et al. (2025) studied this question.