The reflection of this article is oriented, first of all, to the visualization of the emerging pedagogies as an educational approach that emerges in response to the constant evolution of the 21st century. It also shows that these pedagogies constitute a way to guide teaching practice, since they represent a key input to transform the criticisms of this professional exercise, mostly given from the guidelines of the traditional pedagogical model. Therefore, it is also emphasized that emerging pedagogies incorporate relevant elements of educational innovation, since among their most important objectives is the creation of learning environments with greater dynamism, effectiveness, efficiency, efficacy and inclusion. Their flexible and adaptive nature allows them to be contextualized in changing environments. Likewise, since it is a strategy that can affect different educational scenarios, the development of skills from active learning is an aspect that stands out, since it mainly favors participation and collaboration processes among students. Finally, it should be noted that this paper refers to and preliminarily examines several variables related to emerging pedagogies, to the extent that these categories allow the understanding and deepening of what the topic implies, especially in contrast to what is prescribed by academic, classical and transmissive education. Consequently, a conclusion to the topic is projected with conclusive elements that allow a process of reflection on the current position of teachers in their work practice and, at the same time, lay a foundation to give continuity to a doctoral research process.