This paper explores Applied Drama as a teaching approach in Higher Education learning spaces. The exploration takes a reflective analysis approach by first examining the impact that Applied Drama has had on my career as a Lecturer/Educator/Teacher working in Higher Education environments. My engagement with Applied Drama practice and theory is examined with the view of accessing its contribution to shaping my career as a Lecturer/Educator/Teacher. The paper then goes on to explain how I have used Applied Drama techniques and skills to craft teaching approaches that are engaging and fruitful to 21st century University students. Action Research as expounded by Edmiston B. and Wilhem J. (1996) is used as lens to explore the subject of this paper. The study notes a need to make use of innovative and engaging teaching approaches for a more meaningful experience for Higher Education learners and Applied Drama comes in handy as one of the answers. I conclude that Applied Drama is useful both as a standalone course and as a learning approach for Higher Education students (particularly those in Humanities and Social Sciences) as it gives them a broader outlook of things, encourage engagement and debate and aid in explaining complex issues within the academic environments. Keywords: Applied Drama, Higher Education, Learning Spaces, Action Research, Reflective enquiry, Practice as Research, Theories of Education
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