Keywords
Self-oriented skills
Collaborative skills
Education for sustainable development
How to Cite
Abstract
This study aims to explore the integration of Project-based Learning (PjBL) in English as a Foreign Language (EFL) classrooms to promote self-oriented and collaborative skills while aligning with the principles of Education for Sustainable Development (ESD). This study employed a phenomenological approach, focusing on the experiences of students who participated in a PjBL. The participants included four EFL students from a state university in Indonesia who experienced the PjBL in promoting ESD during their learning process. The data collection method included semi-structured interviews, which were analysed using thematic analysis to identify key skills and their relevance to ESD. The findings indicate that PjBL effectively promotes self-oriented skills including self-regulation, reflective thinking, adaptability, and digital literacy, thereby developing collaborative skills including communication, interpersonal problem-solving, and responsibility. This study suggests that PjBL be considered as an alternative effective pedagogical approach for integrating ESD into EFL instruction through meaningful, contextually grounded learning activities in higher education.
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