<![CDATA[Translation courses in EFL higher education often prioritize linguistic accuracy over creative expression, limiting students' agency and digital skills in poetry translation. This study aims to develop and evaluate a Project-Based Learning (PjBL) model integrated with digital media to enhance creativity among sixth-semester English Education students. Using a quasi-experimental mixed-methods design with 22 participants, pre- and post-intervention performance-based creativity tests assessed fluency, originality, flexibility, and elaboration; observation checklists tracked collaboration and engagement; and semi-structured interviews captured student perceptions. Quantitative data underwent paired-sample t-test analysis, while qualitative data received thematic analysis. Results revealed significant creativity gains (mean score rising from 60.9 to 79.2, p < 0.05), with originality improving most prominently; observations confirmed high digital tool use and teamwork; interviews highlighted boosted motivation and confidence. Integrating PjBL and digital media proves effective for fostering creative agency, digital literacy, and higher-order thinking in EFL translation pedagogy.]]>
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