Bridging Global Engagement and Local Identity Through Project-Based Learning: Glocal Perspectives in University EFL Education

In the context of continued Globalisation, enhancing English education to foster comprehensive language proficiency alongside a deep appreciation for cultural identity has become a national priority in Japan. This study examines the integration of glocal perspectives within university English education to investigate its impact on learners’ identities as English users. A Project-Based Learning (PBL) initiative, in which participants created videos to showcase local environmental aspects to a global audience, serves as the basis for this research. Qualitative data from 20 participants were collected through questionnaires, focus group interviews, and individual interviews, with thematic analysis applied subsequently. The project revealed a gap between students’ academic language knowledge and their practical communication skills required in real-world situations, but also led to a transformative journey towards increased confidence and proactive language use. Moreover, the PBL experience enhanced students’ awareness of their roles as English users and stimulated a desire for social engagement, promoting the development of a glocal identity. This identity effectively bridges global outreach with local cultural engagement, highlighting the significance of dynamic, interactive learning activities. Such approaches are particularly valuable for students with limited real-world English usage, enriching the learning process and emphasizing the importance of developing glocal identities in today’s interconnected world.