Teaching a foreign language is not tantamount to giving lectures on the language itself, but should also enable students to develop their cross-cultural empathy and understanding. Thus, in recent years, we have seen how the formation of intercultural communication has become an important part of foreign languages teaching. It is hoped that, in addition to achieving language proficiency, students can empathize with others and address multicultural issues from a variety of perspectives. In line with the above, this study aims to analyze a case of the elective course, Journalism, of the fourth-year Spanish majors at Wenzao Ursuline University of Languages. This course has been developed in the academic year 2015/2016 on the basis of two popular pedagogical models: Flipped Classroom and Problem & Project-based learning. This article introduces this course, including its content, initial objectives, the difficulties encountered during its execution, as well as the improvements introduced is response to these difficulties and, finally, a series of final reflections in the hope of being useful in the future studies.
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