FOSTERING GLOBAL CITIZENSHIP IN THE EFL CLASSROOM: INTEGRATING INTERCULTURAL COMPETENCE THROUGH PROJECT-BASED LEARNING

In the era of globalization, the goals of English as a Foreign Language (EFL) education are shifting from solely achieving linguistic accuracy to developing globally competent citizens. This paper argues that Project-Based Learning (PBL) provides an ideal pedagogical framework for integrating intercultural competence and fostering global citizenship among high school students. Moving beyond traditional textbook exercises, PBL engages students in authentic, collaborative inquiry into global issues. This article presents a case study of a virtual exchange project between high school students in Kazakhstan and a partner school in Argentina. The project, structured around the United Nations Sustainable Development Goals (SDGs), required students to collaborate on creating a joint digital magazine. The findings, based on student reflections, project outputs, and teacher observations, indicate a significant enhancement in students' intercultural sensitivity, critical understanding of global challenges, and pragmatic communication skills in English as a Lingua Franca (ELF). The study concludes with a practical framework for implementing similar PBL modules, emphasizing the role of the teacher as a facilitator and the importance of selecting authentic, globally relevant topics.