<![CDATA[ABSTRACT This study aims to analyze the effectiveness of Project-Based Learning (PjBL) in shifting the paradigm of language and literature instruction from a Teacher-Centered to a Student-Centered approach. Using a descriptive qualitative method, this research examines creative and contextual instructional designs that integrate the four language skills simultaneously. The results indicate that the PjBL model significantly increases student engagement through research-based activities and the creation of tangible products. The four essential language skills listening, speaking, reading, and writing are integrated holistically throughout the project development process. As an innovative contribution, this article proposes the "Digital Literature Festival" project model, an approach where student-authored short story anthologies are converted into digital media, such as interactive e-books and audio drama podcasts. These findings demonstrate that PjBL is effective in supporting the enhancement of students' professional competencies and creativity in the digital era. Keywords: Project-Based Learning (PjBL), Language and Literature Education, Language Skills, Digital Literature.]]>
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