e-ISSN 2675-8229 Journal Section: Human Sciences Publication Type: Literature Review Journal of RESEARCH and KNOWLEDGE SPREADING 2025 | Journal of Research and Knowledge Spreading, 6(1), e81752. http://dx.doi.org/10.20952/jrks61752 1 Implementing project-based learning as an alternative pedagogical approach to teaching english as a foreign language at universidade Rovuma: The Case of Bachelor’s Degree Program in Environmental and Territorial Management at The Higher Institute of Rural Development and Biosciences in Lichinga Implementando o aprendizado baseado em projetos como uma abordagem pedagógica alternativa para o ensino de inglês como língua estrangeira na universidade Rovuma: O caso do curso de bacharelado em gestão Ambiental e Territorial no Instituto Superior de Desenvolvimento Rural e Biociências em Lichinga Implementación del aprendizaje basado en proyectos como un enfoque pedagógico alternativo para la enseñanza del inglés como idioma extranjero en universidad Rovuma: El Caso del Programa de Licenciatura en Gestión Ambiental y Territorial en el Instituto Superior de Desarrollo Rural y Biociencias en Lichinga Andrew Steere Victor Bandawe 1 1 Universidade Rovuma, Moçambique. Autor correspondente: Andrew Steere Victor Bandawe andbandawe@gmail.com Como citar: Bandawe, A. S. V. (2025). Implementing project-based learning as an alternative pedagogical approach to teaching english as a foreign language at Universidade Rovuma: The case of bachelor’s degree program in environmental and territorial management at the higher institute of rural development and biosciences in lichinga. Education and its praxis. Journal of Research and Knowledge Spreading, 6(1), e81751. http://dx.doi.org/10.20952/jrks6181752. ABSTRACT This study explores the implementation of Project-Based Learning (PBL) as an alternative, learner-centered approach to teaching English as a Foreign Language (EFL) within the Bachelor’s Degree Program in Environmental and Territorial Management at the Higher Institute of Rural Development and Biosciences, Universidade Rovuma, in Lichinga, Mozambique. Amid widespread reliance on traditional, teacher-centered pedagogies that emphasize rote learning and grammar instruction, this research investigates how PBL can