In today’s educational landscape, fostering communicative and intercultural competencies is essential for preparing students to thrive in a globalized society. This paper presents FRAMEX AD24, an innovative international collaboration project that connected high school students from Mexico and France to promote bilingual communication skills through the integration of artificial intelligence (AI) and digital tools within project-based learning environments. The project involved 198 students from four educational institutions working asynchronously in international teams over five weeks. Students created bilingual digital products such as infographics and audiovisual reflections that addressed relevant cultural, social, and environmental topics.

The pedagogical design combined Project-Based Learning (PBL), cultural mediation, and the ethical use of AI to support content creation and facilitate authentic intercultural exchanges. The project phases included team formation, cultural research, collaborative production using tools like Canva and Google Drive, and asynchronous communication via platforms like WhatsApp and Instagram. Mexican students also produced digital 'calaveritas literarias' supported by AI tools like Suno and ChatGPT to enhance linguistic accuracy and storytelling creativity.

A mixed-method approach was used to assess the project’s impact, applying evaluation rubrics, self-assessment and peer-assessment instruments, participation monitoring, intercultural reflection questionnaires, and analysis of students’ digital productions. The results revealed significant improvements in students' oral and written communicative skills, intercultural sensitivity, self-management, and collaborative problem-solving.

Students reported that working in international teams helped them develop empathy, flexibility, and responsibility. AI-supported tools provided valuable assistance in drafting and refining their work. However, the project also highlighted the need for clear teacher guidance regarding the ethical use of AI and the importance of addressing time management and cross-institutional coordination challenges.

FRAMEX AD24 demonstrates that asynchronous international collaboration supported by active learning methodologies and artificial intelligence can offer meaningful, authentic learning experiences that transcend traditional classroom boundaries. The project also underscores the need to develop strategies to maximize the pedagogical potential of AI, ensuring its responsible integration into educational contexts.

This experience contributes to the growing body of research on technology-enhanced language learning and offers a replicable model for educators aiming to innovate in foreign language instruction, promote global citizenship, and foster the development of 21st-century skills such as virtual collaboration, autonomy, and digital empathy. The findings confirm that integrating AI in international project-based environments can significantly support communicative, intercultural, and digital competencies, while offering students culturally enriching learning opportunities that extend beyond the classroom.

Keywords: Educational innovation, collaborative learning, artificial intelligence, communicative competence, cultural mediation.