Project-Based Learning as a tool to foster research and practice in EMI university teaching

Project-Based Learning (PBL) is a collection of students’ works or a fully developed project in which participants actively and productively demonstrate their understanding of course materials and content. This study highlights how using Project-Based Learning as a course outcome improves content retention, promotes students’ autonomous learning and fosters a more authentic experience of language use, while at the same time enhancing language proficiency. The study examines the characteristics of PBL and its role in promoting learner autonomy, reflective practice, engagement, interdisciplinary competencies, transferable skills, and deeper conceptual understanding. To investigate these benefits, a classroom-based study was conducted across two higher education institutions, involving university students enrolled in courses where final assessments were project-based. Data were collected through structured questionnaires administered to 450 participants in English-medium instruction (EMI) university courses. Participants provided self-reflection on their learning experiences, perceived skill acquisition, and the effectiveness of PBL in facilitating meaningful engagement with both course content and language use. Findings confirm that integrating PBL into EMI university courses enhances not only students’ grasp of subject matter but also their linguistic competence by providing a more immersive and authentic language-learning experience. This study contributes to the growing body of research advocating for PBL as a transformative pedagogical approach in higher education.