Integrated STEM education and educational robotics (ER) represent two topics of maximum interest in the current educational reality, being necessary an investigation of their theoretical and practical approaches. To this end, a search and compilation of the characteristics of ten good practices that have implemented both approaches in Higher Education was carried out in each of the five European countries. These practices were then evaluated by teachers and educational researchers to select the two best practices in each country. The theoretical and practical consistency of the characteristics of the ten best practices with those of other studies at global level was then discussed and several conclusions and improvements in European practices were drawn. The results support the use of cooperative and collaborative learning together with project-based learning by integrating at least two STEM disciplines in an interrelated way, including the use of reflective methodologies such as inquiry-based science teaching and the engineering design process using integrated models such as transdisciplinary approaches to enhance student learning and engagement. The consistent use of the commercial robot kits and the need for customized robots is highlighted, and the use of low-cost open-source programming boards and open design robots is included as an improvement. The promotion of co-education is highlighted as lacking, with a need to improve practices aimed at researching and improving girls’ interest in pursuing STEM studies. Finally, a few limitations and future lines of research are indicated.