Introduction: this article describes an integrative strategy based on Project-Based Learning (PBL) supported using the Genially tool, implemented in high school students in a context of limited teaching digital skills and scarce technological resources. Objectives: the objective of the strategy was to develop scientific, research, communicative and digital competencies through the creation of interactive content. Methodology: a mixed methodological design was used, applying pre- and post-digital self-efficacy questionnaires, project evaluation rubrics, and satisfaction scales. Results: the results show significant improvements: a mean increase of 0.84 points in digital self-efficacy and a 74.2% improvement in the quality of the product produced, with large effects (Cohen's d > 0.9) and statistically significant results (p < 0.001). Conclusions: It is concluded that the proposed strategy is effective and relevant for digital transition contexts, favoring autonomy, creativity, and collaborative learning through interactive tools. Its adaptive implementation is recommended in institutions with similar characteristics. General area of study: education. Specific area of study: education. Type of item: original.

Introduction: 21st century education requires pedagogies that develop communication, critical thinking, and creativity. However, traditional teaching methodologies in Language and Literature persist, generating student disinterest and widening the gap between school culture and digital culture. Objective: To analyze the implementation of Book Creator as a pedagogical strategy through the creation of collaborative multimedia projects to improve motivation and meaningful learning in Language and Literature for 7th grade students. Methodology: Narrative bibliographic review of studies published between 2019-2025 in academic databases (Scopus, Web of Science, ERIC, Dialnet, Redalyc, SciELO), following a systematic protocol for literature search, selection, and thematic analysis. Results: The implementation demonstrated high effectiveness, with 92% success in multimedia integration, 87% in narrative coherence, and 78% in linguistic accuracy. An increase from 5.5 to 8.7 points (out of 10) in writing competencies was observed, representing a 58% improvement in academic performance. Conclusion: Book Creator establishes itself as an effective pedagogical strategy for transforming Language and Literature teaching, developing communicative-digital competencies, and promoting active and collaborative learning, although its success critically depends on teacher training and digital equity. General Area of Study: Education. Specific Area of Study: Educational technology applied to Language and Literature teaching. Type of Study: Narrative bibliographic review.