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Introduction

Since the implementation of the European Higher Education Area (EHEA), the competen- ce of adaptation to the society and the labor setting in which future teachers will be fully immersed meant a turning point in the elaboration of curricula within the official Bachelor’s Degrees at Spanish universities. The underlying assumption was rooted in the necessity of future graduates being able to cope with the constant pressure encountered in their daily labor. In this case, the situational reality of Primary teachers is highly dependent on their ability to react to different contexts which require a personal, social, and professional dimension to solve the emerging issues. As noted by Martínez & González (2019), this is achieved when all dimensions and resources are directed in the same direction, and to gather efforts, traits, and abilities.

In line with the previous statements, the inclusive and comprehensive education stemming from the university should preemptively ensure that technical competencies are combined with social, personal, and emotional ones within the distinct tasks and si- tuations. In this case, Sánchez and Ruiz (2011) argue that three essential aspects should be complied with by university education, namely flexibility, mobility, and transferability. Given the necessity that future teachers may face in their not-so-distant teaching future, specific modules at university should be aimed at precisely ensuring that undergraduates are able to adapt and react conveniently to real-life issues. The contextualization of thefuture teacher is filled with varied situations that are not only centered on the nature of the classroom itself, but also the surrounding environment. As such, a future teacher should be able to express themselves appropriately in certain situations, i.e. when presenting proposals before an audience of fellow teachers or being able to organize, and more im- portantly, explain how a lesson is conducted and what is pedagogically included.

Thus, this paper will aim to shed light on: (1) how an EFL task proposal may be de- veloped on solid theoretical grounds to get university students immersed in real-life edu- cational settings, and (2) what the undergraduates’ perceptions of this task are to gather arguments for and against their use.