In a democratic society, knowledge and research grounding play central roles. To support students' learning,it is necessary for teachers to be able to motivate and create challenging and stimulating learningopportunities. Questions regarding academic literacy often lack embodied and aesthetic perspectives(Carlgren, 2015), leading to challenges in bridging the gap between knowledge and teaching. Studies haveshown that traditionally academic teaching methods and dualistic conceptions of learning can be identifiedwithin certain higher education contexts (Pastorek et al., 2021; Østern et al., 2021). The aim of this paper isto highlight and discuss the possibilities of embodiment and aesthetics in teaching and examinations in highereducation. To enhance student engagement, a more holistic approach to education is required, whereindividuals are inspired and given space in various ways (Østern, et al., 2019). By paying attention to students'bodily communication, contact, and presence, the quality of the learning processes can improve (Winther,2018). Based on research in preschool teacher education (Pastorek et al., 2021), a picture emerges whereacademic values, such as writing and speaking, take up a significant space in content, goals, and assessmentsat the expense of aesthetic and bodily perspectives. Instead, embodiment and aesthetic perspectives onknowledge and knowledge production in higher education can be a contribution to varied forms of teachingand examinations and a way to further development in the discussion around Artificial Intelligence (AI).