Project-Based Learning in Higher Education for Developing Transversal Competences in English for Tourism and Tourism Intermediation

Abstract

This study examines how Project-Based Learning (PBL) promotes transversal competences by integrating two core subjects, English for Tourism, First Modern Language English, with Tourism Intermediation and Transport I in the bilingual Tourism Degree program at the University of A Coruña. Over a period of twelve weeks, 12 students in their second year of the degree designed a comprehensive travel package in English, which included destination analysis, itinerary planning, supplier negotiation, cost calculation, and promotional materials. Using a qualitative-dominant mixed-methods approach, data were collected through a six-item student questionnaire (Google Forms, which included open-ended and Likert-scale responses), project artefacts assessment (reports, itineraries, spreadsheets, and promotional materials), and systematic observations during group meetings and presentations. Notes on teamwork, participation, problem‑solving, and English use provided additional material to monitor the progress of student engagement. Data analysis combined thematic analysis for qualitative evidence and descriptive statistics for quantitative responses. The findings obtained show that students perceived the project as highly relevant for applying linguistic and professional knowledge to authentic industry tasks. The reported benefits included greater use of specialised vocabulary, improved public speaking in English, enhanced collaboration, and a clearer understanding of tourism‑sector practices. Challenges were mainly associated with spreadsheet‑based cost calculations and varying spoken language proficiency. At the end of this project, students expressed high satisfaction, suggesting that interdisciplinary PBL strengthens both employability skills and language competence in tourism education.