**Abstract**

The critical pedagogy approach opens the door to exploring the Transpraxis Approach (TA) in Higher Education (HE) as a crucial element in promoting social justice through solving social and real problems in the immediate environment. In this study, methodological principles for TA implementation are described. During the academic year 2020–2021, a case study following a participatory action research method was conducted at the University of Lleida to demonstrate how TA can be implemented in the educational methodology of two subjects in two different academic disciplines. A total of 160 students participated: seventy-eight with a bachelor's degree in Social Education and eighty-two with a bachelor's degree in Industrial Engineering. The twenty-seven projects carried out cooperatively by the students were analyzed using content analysis through a system of categories. According to the research, cooperative and experiential learning between university degrees is essential to creating curricular experiences beyond disciplinary boundaries and fragmented knowledge. The paper concludes with ten methodological principles for implementing TA in HE, which present university education as an enabling, collaborative, and critical response to real problems.

**Keywords:** higher education, critical pedagogy, Transpraxis approach, social work, industrial engineering, innovation
