The present study highlights the pedagogical value of project-based learning (PBL) as an effective and theoretically grounded approach to foreign language education in contemporary higher education contexts. Drawing on sociocultural theory and activity theory, the article demonstrates that learning within PBL is fundamentally social, collaborative, and goal-oriented. Through meaningful interaction, shared responsibility, and engagement in authentic tasks, learners internalize language as a tool for communication, inquiry, and problem-solving.

Project-based learning (PBL), project work, educational process

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