This Master’s Dissertation arises from the need to move beyond traditional teaching approaches that often fail to respond to the diversity of today’s classrooms. In particular, it addresses the challenges faced by students with Attention-Deficit/Hyperactivity Disorder (ADHD), who frequently struggle to remain engaged and fully participate in English as a Foreign Language (EFL) classroom that relies on passive instruction. In response to this reality, the study proposes an intervention based on active methodologies, combining Project-Based Learning (PBL), Cooperative Learning (CL), and the use of Information and Communication Technologies (ICT). To support this proposal, the dissertation combines a review of the existing literature with the design and implementation of the learning situation Finding my way, developed for a fourth-year secondary classroom. The proposal invites students to explore their future academic and professional pathways through the creation of a meaningful final product. Its aim is not only to improve students’ linguistic competence in English but also to foster motivation, collaboration, and a sense of belonging, especially among learners at risk of exclusion. The implementation suggests that structured, interactive, and purposeful learning experiences can enhance student participation and communicative competence while highlighting the importance of careful scaffolding and gradual familiarization with cooperative learning. Overall, this study supports the use of active methodologies as a realistic and inclusive approach to addressing learner diversity in the EFL classroom, although their effectiveness depends on thoughtful planning, teacher guidance, and the educational context.