<![CDATA[21th century chemistry education requires students to master scientific concepts while developing science communication skills relevant to societal needs. However, the gap between theoretical classroom learning and its real-world application remains a significant educational challenge. This study aims to explore the implementation of the Project-Based Learning–Exhibition-Based Community Outreach (PjBL-ECO) model to enhance students’ content mastery and science communication skills. This research employed a qualitative approach with a case study design involving Tadris Kimia students enrolled in the Chemistry Project course. Data were collected through participant observation, in-depth interviews, documentation, and students’ written reflections. The data were analyzed using thematic analysis to identify patterns of meaning emerging from participants’ experiences. The findings revealed three major themes: the transformation of conceptual understanding through authentic experiences, the negotiation of meaning in science communication, and the development of professional identity and social awareness. These findings reflect a dialogic, reflective, and contextual learning process within academic and community settings. The study confirms that the PjBL-ECO model strengthens constructivist learning and science communication while supporting innovative curriculum development and enhancing public scientific literacy. ]]>
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