The Autonomous Region of Aragón (Spain) is one of the pioneers in its full adaptation to the parameters and demands established by the European Higher Education Area [1]. The Aragonese universities with on-site classes began their study plans in their respective Communication degree programmes under the philosophy known as the "Bologna model" in the academic year of 2008-2009. The aim of this article is to analyze the initiation process these studies have gone through in both the public

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... ty (Universidad de Zaragoza, UNIZAR) as well as in the private university (Universidad San Jorge, USJ). The main objective of this work is to study how new Communication study plans created in the common European framework began to be implemented and to evaluate the new forms of learning that this model of university teaching has created. Therefore, we will conclude with the results that have been obtained to date with the application of active methods of learning aimed at acquiring professional skills based on concepts such as flexible and lifelong learning (LLL). To sum up, the aim is to identify the keys of paradigm change brought on by Bologna in Communication studies and how and with what concrete results the innovations that have been introduced in content and teaching methodology in degree programmes can be interpreted based on the experience in Aragón.