This paper explores the transformative potential of oral history projects as a pedagogical tool for fostering community engagement, cultural awareness, and critical thinking among university students. Drawing from fourteen years of experience teaching a project-based learning (PBL) course titled Oral Histories within a Content and Language Integrated Learning (CLIL) context, the paper highlights how oral history projects blend language learning with content-rich experiences. Through real-world applications such as interviews and storytelling, students develop practical skills in research, communication, and intercultural understanding. Reflexive thematic analysis of student reflections reveals six key themes, including the value of oral history as a pedagogical tool, personal and professional skill development, and bridging cultural perspectives. The paper emphasizes ethical considerations, technical challenges, and the importance of preparation and adaptability in implementing these projects. Ultimately, it argues that oral history projects serve as an innovative and impactful approach to education, connecting academic learning with meaningful community engagement.
Brent Allen Jones (Mon,) studied this question.