Language courses in heterogeneous classes present frequent and complex teaching challenges throughout universities. To remedy these teaching-learning situations, which are complicated for both the teacher and the learner, a blended learning system aimed at developing student autonomy has been devised. This approach provides instruction tailored to individual needs while maintaining the class cohesion necessary for successful course delivery. The blended learning model, which is based on project-based teaching, autonomous learning and differentiated teaching, calls on a wide range of transversal competencies to ensure that it works properly. The aim of this article is to summarise our theoretical framework, describe the system, illustrate the chosen research methodology, and provide the results of our study. While previous studies based on a three-stage action research process have demonstrated the system's effectiveness in addressing heterogeneity, the findings also reveal that learners perceive the system as enabling the simultaneous development of several transversal competencies, including curiosity, creativity, collaboration, communication, confidence, and digital literacy. The findings of this study provide concrete insights for practitioners seeking to implement differentiated pedagogical approaches in heterogeneous contexts, while also highlighting promising avenues for researchers exploring the impact of transversal competencies in language learning. © 2026 the author(s), published by Walter de Gruyter GmbH, Berlin/Boston.
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