This chapter focusses on the ways creative arts-based methodologies can nurture students’ lives as intercultural citizens and contribute to more peaceful, just, and sustainable societies. The chapter describes a project carried out in a medieval English literature course with 60 language undergraduates aged 20 and 21, enrolled in an English Teaching/Translation programme in a university in Northern Argentina in 2020–2021. In response to a variety of literary texts comprising medieval pieces and their contemporary versions, students designed artistic creations involving arts-based methods and multimodality. They also reflected in writing on the rationale and implications of their artistic decisions and became involved in some form of community engagement. The case shows that intercultural perspectives can be combined with creative and citizenship elements and can be successfully integrated in highly specific literature courses (medieval English literature) in higher education. The project complements an otherwise strong literary focus in such courses tied exclusively to linguistic forms of meaning-making. It does so by fostering arts-based, multimodal, and creative student responses that facilitate the development of intercultural perspectives and understanding. Some implications for pedagogy and further research are also considered.