<![CDATA[Breaking through conventional disciplinary silos in vocational education requires innovative instructional designs that cultivate students' holistic competencies. This study investigates the implementation of a project-based learning (PjBL) instructional framework designed to empower vocational students' historical and environmental agency through English narratives at SMKS Sritanjung, Banyuwangi. Utilizing a pre-experimental one-group pretest-posttest design over an 8-week intervention, the research evaluated students across multidisciplinary competencies. Data were gathered through historical literacy and environmental awareness pretests and posttests, English presentation assessments, audio-visual recordings, and student response questionnaires, and were subsequently analyzed using paired sample t-tests and descriptive statistics. The pedagogical findings demonstrate that the integrated PjBL model significantly enhanced students' historical literacy (p<0.01, d=1.52), environmental awareness (p<0.01, d=1.38), and English presentation proficiency (p<0.01, d=1.45), coupled with overwhelmingly positive student engagement (86.3%). Ultimately, this study provides empirical evidence that bridging disciplinary domains through targeted instructional transformation effectively fosters vocational students' multidisciplinary agency, contributing a robust pedagogical model for vocational and workforce education.]]>
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