The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

The focus on increasingly student-centered methodological approaches is a current concern of all of those involved in educational contexts as they face the challenges of the 21st century. The present study, supported by the "Made by them to them: the students in the learning process" approach [1] and integrated within the scope of the IFITIC project (Innovate in Initial Training with ICT), focuses particularly on Higher Education and presents a reflection on the use of active methodologies in the didactic framing of languages and cultures at the undergraduate level. Starting from the concept of "Made by them to them" in higher education (idem), we turned our attention to the curricular area of foreign languages and cultures having conducted a case study for this purpose. The students implemented strategies consistent with the concept, and data collection focused on reflections and field notes written by the Curricular Unit Teacher who accompanied the entire training process. Also, the analysis of contents and results was based on the categories of that same approach. It was concluded that in this specific context, "Made by them to them" promotes a way of learning to learn that drives the students to discover themselves and the world: not only individually in an informal context, but also collaboratively in a formal context where they integrate and share knowledge and skills in a more natural manner, meeting an innovative, enriching and meaningful teaching and learning experience. In this framework of active methodologies, teaching practice is enriched and students are prepared for the real work context, for their journey as individuals and citizens of the 21st century.

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