There is increasing pressure for all education institutions to undergo transformation, with education as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the educators’ role in the classroom. The purpose of this scoping review is to provide a comprehensive overview of relevant research regarding the emergence of different kind of creative and innovative methods used by educators at all levels – and the links to including pedagogy. The scoping review is underpinned by the framework of Arksey & O`Malley (2005) that offers a new approach by including a consultation exercise in this sort of study that may enhance the results, making them more useful to policy makers, practitioners and service users. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with methodologies connected to or compared with what we call exposure methods. The literature points out, that exposure is coherent to aesthetic performance such as drama and applied aesthetics may lead to practical ethics. It is evident that methodologies connected to exposure have a significant impact on people involved – both educators and students.