FROM MYSTERY TO MASTERY: PROJECT-BASED LANGUAGE LEARNING AND THE PEDAGOGICAL PREMISES OF EDUCATION 5.0 IN HIGHER EDUCATION

Abstract

This article presents a pedagogical initiative integrating Project-Based Language Learning (PBLL) with the principles of Education 5.0 in two C1.1 English as a Foreign Language (EFL) classes in higher education. Students collaboratively developed different characters for an investigative mystery culminating in short videos showcased in a 360º virtual gallery. Drawing on both quantitative and qualitative data, the study highlights perceived gains in language proficiency, digital literacy, and transversal competencies such as teamwork and problem-solving. Peer feedback and teacher observations indicated high levels of engagement, creativity, and narrative collaboration. While improvements in fluency and digital skills were evident, gains in accuracy and advanced language use were more limited. The article concludes with practical guidelines for educators seeking to implement inclusive, technology-enhanced PBLL tasks that foster learner agency and align with the pedagogical ethos of Education 5.0.