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Abstract: Nowadays, we observe that Academia is focusing a great importance on research in general and evidence-based practice (EBP) in particular. In fact, multidisciplinary, transdisciplinary and cross-cutting approaches within research are being increasingly emphasised. This knowledge and process may have a great relevance to improve several activities, namely the teaching and learning process in Higher Education (HE). In this paper, we assume that EBP may be defined as the use of conscious and explicit scientific evidence which will increase the efficiency and quality of the teaching and learning process at HE institutions. Even though there are several studies that prove the importance and success of this interactive pedagogical experience, they also point out the existence of several barriers within some scientific domains that make the implementation of this strategy somewhat difficult. Thus, we will reflect on some aspects mentioned in the literature regarding the implementation of EBP with the ultimate goal of better understanding the impact it may bring to teaching and learning in HE. In particular, we will reflect about the importance and impact this strategy has in what regards the promotion of students’ generic skills and competences. Along this paper we will emphasise the importance that research in general and EBP in particular may have in the development and enhancement of teaching and learning process.