The aim of this study is to examine how emerging adulthood is achieved in various foreign countries and in Greece as well as the relationship of emerging adulthood with University Pedagogy and the way that University Pedagogy facilitates the teaching methods of higher education teachers. This research was done with the method of systematic literature review. In particular, previous quantitative, qualitative and mixed research was presented on emerging adulthood and University Pedagogy, the relationship that develops between them and the way that University Pedagogy facilitates the teaching method of higher education teachers. According to the literature review, it seems that the emerging adulthood is influenced by the culture, religion and socio-economic statuses of each country. In addition, it is found that University Pedagogy has several benefits for both students and teachers themselves. Finally, it is observed that the characteristics of emerging adulthood are highlighted more in the light of University Pedagogy.