This study describes the teachers’ perception of project-Based Learning in English
language teaching to promote students’ higher-order thinking skills. Project-Based
Learning has gained recognition as a pedagogical approach that promotes students’
active engagement and critical thinking through real-world tasks. This study aimed
to explore teachers’ perceptions of the use of project-based learning in teaching
English to promote students’ higher-order thinking skills. Employing a qualitat ive
case study design, the research was conducted at three junior high schools in Bogor
Regency, involving three English teachers invited through purposive sampling.
Data were collected through open-ended questionnaires and semi-struct ured
interviews. The findings revealed that teachers perceived project-based learning as
a student-centered approach characterized by real-world relevance, product
creation, contextual learning, and collaboration. In implementation, teachers
adopted systematic steps including planning, scaffolding, group work, facilitat io n,
and continuous feedback. Furthermore, teachers reported that project-based
learning promoted higher-order thinking skills by encouraging critical analysis,
creative product development, and reflective learning. Despite challenges such as
time constraints and varying student abilities, project-based learning was
considered effective in fostering students’ cognitive engagement beyond
memorization. The study highlights the importance of teacher readiness, adequate
resources, and contextualized instruction in successfully promoting higher-order
thinking skills through project-based learning in English language classrooms.

Keywords: Project-Based Learning, Higher-Order Thinking Skills, Teacher
Perception, Case Study