<p>Embodied learning describes learning that shifts the conventional cognitive understanding of thinking as an activity dissociated from the body, situated within the flux of bodily movements with the surrounding world. This is especially pertinent for the domain of higher education that still within its traditional boundaries emphasizes passive analytic thought and the transfer of knowledge that is at best an abstraction. This paper sought to investigate how embodied learning could shape pedagogy, course design, and forms of assessment in a university context. We undertook a theoretically driven integration of relevant psychological, neuroscience, and philosophy-based literature focusing only on elements pertinent to the epistemological and pedagogical discourse within higher education. Our analysis attempted to integrate these to distil what we argue to be the six interrelated principles of embodied learning: sensorimotor coupling, situatedness, multimodal representation, active participation, social and affective participation, and distributed or extended cognition. Each principle is associated with a set of associated outcomes and is drawn from a range of disciplines such as mathematics and the sciences, language learning, and medical education with gesture education, physical modeling, and immersive virtual reality. Most importantly, the synthesis provided a compelling case that body-based learning was inclusive and equitable by reducing the barriers for learners who had variances in sensory or cognitive functioning.</p>