The demands arising from the emerging European Higher Education Area (EHEA) need empirical evidences to support not only the structural but also the pedagogical change. The latter is mainly focus in changing our students’ approaches to learning, above all, if we really think that what they do is more important than what we, academics, do. But this doesn´t mean that our activity is not important. In fact, literature results show that our approaches to teaching could influence in our students’ approaches to learning (Trigwell, Prosser y Waterhouse, 1999). The aim of this research was to relate these approaches to teaching with two independent variables: the implementation of the new modules based on the European Credit Transfer System (ECTS) and the ECTS training of our teachers.

The research has been done under the Student Approaches to Learning framework (SAL) started by Marton and Säljö in the late seventies (1976a; 1976b). However, in this case, we have followed the more recently studies leaded by Trigwell and Prosser (Trigwell and Prosser, 2004; Trigwell, Prosser and Ginns, 2005; Prosser and Trigwell, 2006) in which we could find the development of the questionnaire used in this study: the revised Approaches to Teaching Inventory (ATI-22).

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