Nkopuruk, Imikan Nseobong2025-01-142025-01-142024-12-31Nkopuruk, I. N. (2024). Fostering Critical Thinking and Global Awareness through Project-Based Learning in the 21st Century Classroom. Africa Development and Resources Research Institute Journal, Ghana: Vol. 34, No. 4(11), Pp. 23-37, E-ISSN: 2343-6662, 31stDecember, 2024.2343-6662https://repository.uniabuja.edu.ng/handle/123456789/689This study investigated the effectof Project -Based Learning (PBL) in promoting the growth of critical thinking and global awareness in the 21st -century classroom. Fueled by the backdrop of growing societal complexities and globalization, the research made a strong case for preparing students with some basic competencies beyond traditional academic knowledge. A quasi experimental design was used in which pre and post assessments of improvements in critical thinking abilities and global awareness were assessed in a sample of 100 students. The results showed that students who had been exposed to PBL have much better critical thinking skills and global competencies as compared to students who used the conventional instructional methods. We found PBL encouraged active learning and collaboration, and students demonstrated engagement toward real world issues that will prepare them to face complex global challenges. In addition, the research offered the best practices for integrating PBL into educational curricula. This contributes to the continuing discussion of alternative pedagogical methods that ameliorate the faults of typical education and, in doing so, better train students for success in an interconnected world.enproject-based learningcritical thinkingglobal awarenesseducational innovation21st-century skillsArticle