This article is dedicated to the educational researchers and academia involved in the initial training of students. The educational process is based on a set of principles, and intrinsic consciousness in one of them. It guides personality development towards forming a self-concept and worldview. Furthermore, this principle stems from one of the four dimensions of spiritual intelligence, namely transcendental awareness, which focuses on developing consciousness and self-awareness. The principle of intrinsic consciousness entails engaging students in academic activities that demand complex cognitive processes, such as analysis, synthesis, reflection, imagination as well as other mental faculties based on intuition. In this context, training approaches and planning shall focus both on theoretical benchmarks, particularly on the model of spiritual intelligence and, more specifically, on transcendental awareness, and on methodological benchmarks, comprising the teaching strategies guiding the educational approach aimed at developing intrinsic consciousness. For this investigative approach, a strategy is a construct consisting of a harmonious combination of learning tasks and methods used in shaping the personality to be self-aware and conscious of the components of the relationship with the surrounding world. Moreover, academics can apply these strategies both in a formal context, in the planning of lectures and seminars on academic subjects, and in a non-formal context, as part of continuing education activities.