This paper presents a reflection on some key elements that make teaching strategies the keystone of
teaching adaptation to the current training context in higher education. The approach is based on
the consideration of changes in different levels and fields; namely, normative changes (including
law), educational centres’ normative, etc. Social changes also impact on the educational system,
strategies and goals. In this case, it is important to keep in mind how the social model has change in
the last decades in terms of communication, needs, learning processes, motivation, etc. The paper
also analyses the impact of market/job changes, how professional profiles have changed with respect
to the demanded competences, skills and employers’ expectations on junior workers, and how these
requirements are considered at different levels of higher education (for instance, in internships).
The focus of this paper is on how university teachers can design, perform and assess their teaching
with the aim of facilitating the professional integration of our young generation into a global society,
with its specific needs and its demands. Thus, teaching methodology during the teaching-learning
processes is a key element to deal with all these changes and new training requirements. The teaching
methodological approach can help both teachers and students to plan and develop a formative roadmap
including the competences for increasing as much as possible students’ occupability skills, which
will help them be more flexible and versatile. The second part of the paper (based on improvements
on training performance) includes the presentation of different models to keep the coherence
(alignment) between the design of training programmes, teaching methodology and assessment of
learning outputs, paying special attention to the Context Contingent Aligned Model- CCAM.