PROJECT-BASED LEARNING IN GREEK AS A TOOL FOR INTEGRATION INTO LINGUISTIC CULTURE AND DEVELOPMENT OF PROFESSIONAL COMPETENCIES

Abstract

The article examines project-based learning in Greek as a tool for developing intercultural and communicative competence, as well as professionally oriented communicative competence, in the language training of humanities students. It describes the goals, objectives, and stages of project implementation aimed at immersion in the linguistic and cultural environment, the development of critical thinking and creativity, and increased motivation to learn a foreign language. Particular attention is paid to the role of Greek in the formation of cultural self-awareness, professionally significant qualities, and skills required for future professional communication. An examination of the main project formats used in university practice has shown the effectiveness of educational presentations, debates, and research and analytical tasks focused on sociocultural, historical, and socio-political issues. It has been found that completing such projects contributes to the development of skills in argumentation, critical selection and interpretation of information, public presentation of results, teamwork, and professionally oriented foreign‑language communication.