Project-based learning as a tool to develop foreign language communicative competence of international higher education students

Abstract

This article explores the effectiveness of project-based learning (PBL) and case technologies in developing foreign language communicative competence among international higher education students. Emphasizing authentic, professionally oriented tasks, PBL enables learners to integrate subject-matter knowledge – particularly in economics, business, science, and technology – into the process of foreign language acquisition. By completing project and case assignments, students actively apply Ukrainian or other professional foreign languages to analyze real, partially real, or hypothetical situations, propose solutions to business-related challenges, and collaborate in teams. This approach strengthens professional vocabulary, economic and analytical skills, communication strategies, and intercultural competence. Empirical experience at S. Kuznets KhNUE demonstrates that PBL significantly enhances linguistic proficiency, cognitive engagement, information literacy, and adaptability to globalized professional environments. The findings confirm that project-based approaches deepen immersion in the target language, support the development of communicative culture, and align language education with modern requirements for highly qualified specialists. Future research should further examine methodological expansions of PBL and its impact on broader professional competencies.