The integration of Information and Communication Technologies (ICT) in the field of educational activity has ceased to be an alternative and has become a responsibility. The significant number of universities that offer blended or fully online teaching have led to the need for digital tools as alternatives to traditional teaching and tutoring. Although the research has highlighted the relevance of these processes, it has also revealed the insufficiency of institutional strategies for the development of ICT in universities, as well as the need for good practices examples that can contribute to academic assessment. This research identifies the good practices perceived by teachers and students from four European universities in the use of ICT in teaching and learning processes. The study is based on mixed research with a sample that includes 2779 students and 918 professors from Spain, United Kingdom and Portugal universities. The results indicate that teachers, despite using some ICT tools in their teaching and tutorial work, do not feel capable of adapting their classrooms to the digital generation. Students do not perceive this area as being of significance.