This study aims to disseminate the innovative teaching practices developed in recent years through the projects entitled "Digital Tools for Improving the Teaching-Learning Process of French as a Foreign Language through Collaborative Work", and "Teaching and Learning French as a Foreign Language through Collaborative ICT Projects" (ongoing), building on a previous project entitled "Teaching and Learning Strategies through ICT-Based Project Learning for Online and Face-to-Face Teaching of French as a Foreign Language and its Adaptation to SESN Students". These initiatives were implemented with university students of French, aiming to enhance the quality of teaching in the Bachelor’s Degree in French Studies at the University of Granada. Specific objectives include creating a repository of didactic capsules for mandatory subjects, establishing an ICT-based project learning system, and adapting teaching methods to meet the diverse needs of students with Specific Educational Support Needs (SESN).

The projects successfully modernized French teaching methodologies, promoting autonomous learning. The flipped classroom and ICT-based project learning methodologies were implemented, where students worked individually and in groups to create final projects such as didactic videos, infographics, concept maps, and glossaries. These resources were made available on the website https://apoyouniversitariofle.com/. The projects fostered high collaboration between students and teachers within and across subjects.

Building on these achievements, the ongoing project “Teaching and Learning French as a Foreign Language through Collaborative ICT Projects” seeks to deepen the methodology, create more digital tools through collaborative work between students, and demonstrate the effectiveness of the implemented strategies. The project also evaluates students’ and teachers’ perceptions of the effectiveness of ICT-Based Project Learning through surveys and shared experiences.

Incorporating concepts from recent studies on sustainability and environmental awareness in higher education, this study also addresses key societal challenges. By integrating sustainability and environmental topics into the curriculum, the project enhances students' awareness and understanding of these critical issues, aligning with the United Nations' Sustainable Development Goals. Additionally, the project addresses health, demographic change, and social wellbeing. This includes tackling major health problems related to environmental impact, pollution, and tobacco. Concepts related to demographic changes, immigration, integration, and diversity are also integrated to reflect the evolving societal landscape. This approach not only raises awareness of these issues but also develops students' intercultural competence, preparing them to navigate and contribute positively to a diverse and globalized world.

The results, available in various formats (videos, capsules, infographics, texts, mind maps), can be accessed on the website. The implementation of ICT-based project learning and collaborative work proved highly motivating for the teaching-learning process of foreign languages. Strengths included autonomous and productive student work, and enhanced written expression and grammatical understanding. Challenges included the need for extensive preparatory work, language proficiency issues, and the significant workload for teachers due to multiple tutoring sessions.

Keywords: Innovative teaching practices, digital tools, collaborative work, French as a foreign language, higher education, United Nations' sustainable development goals.