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In [[Uganda]] since the introduction of the new lower curriculum,<ref>{{Cite web |last=says |first=Droku Benbella |date=2024-02-29 |title='Despite challenges, schools have embraced the new curriculum' – Economic Policy Research Centre |url=https://eprcug.org/press-releases/despite-challenges-schools-have-embraced-the-new-curriculum/ |access-date=2024-07-08 |language=en-US}}</ref> students and teachers have been urged to embraced project based learning especially with training from the Ugandan Government<ref>{{Cite web |title=Teachers must be trained for new lower curriculum to succeed |url=https://www.newvision.co.ug/articledetails/NV_158605 |access-date=2024-07-08 |website=New Vision |language=en}}</ref> and UNELTA<ref>{{Cite web |title=UNELTA |url=https://unelta.org/ |access-date=2024-07-08 |website=UNELTA |language=en}}</ref>
In the context of '''world language education''', project-based learning provides meaningful opportunities for students to use the target language in authentic, real-world scenarios. Projects might include interviewing native speakers, creating bilingual podcasts, conducting cultural research, or planning hypothetical travel experiences entirely in the target language. These activities support the development of '''linguistic proficiency''', '''intercultural awareness''', and '''21st-century skills''' such as collaboration, creativity, and critical thinking. Programs such as those at [https://www.languagebird.com LanguageBird], an accredited online language school, incorporate project-based learning into one-to-one instruction, allowing students to demonstrate mastery through personalized, culturally relevant projects rather than traditional tests.
==Roles==
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