The development of students’ oral communicative skills remains a primary goal in modern foreign language teaching, reflecting both academic and professional priorities. In recent years, Project-Based Learning (PBL) has been increasingly adopted in higher education due to its ability to promote interactive communication, student engagement, and teamwo This paper explores the theoretical and methodological foundations of applying Project-Based Learning to enhance students’ oral communication skills. This study focuses on essential pedagogical principles and considers cognitive and sociocultural factors that facilitate the effective implementation of PBL in language classrooms. Emphasis is placed on learner-centered instruction, authentic communicative tasks, and collaborative interaction as essential components in the development of speaking proficiency. In addition, the study considers the alignment of Project-Based Learning with national educational standards and policy priorities in Uzbekistan aimed at strengthening students’ professional and communicative competencies in higher education.

Oral communicative competence, Project-Based Learning, foreign language education

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