Abstract
<jats:title>Abstract</jats:title> <jats:p>This chapter examines the potential of Project-Based Learning (PBL) as a pedagogical approach for the promotion of the United Nations Sustainable Development Goals (SDGs) in social science education. This chapter evaluates the attributes of PBL and its alignment with the SDGs. We illustrate its potential by (1) investigating its application in advancing SDG education within K-12 settings; and (2) describing how it empowers students toward sustainable societies. We argue that PBL, with its focus on experiential learning and relevance to real-world issues, equips students to tackle urgent global challenges such as environmental sustainability, inequality, and limited access to quality education. The chapter also outlines the theoretical foundations of PBL and how it advances social science educational goals, including fostering civic efficacy and encouraging democratic participation. With Ghana as a case study, this chapter explores two context-specific examples of illegal mining (galamsey) and deforestation to show how PBL can be tailored to support local education goals while promoting global citizenship. The chapter concludes with action items for teachers who are interested in implementing PBL to help their students develop and feel empowered as change agents. It argues for the power of PBL to engage young people in their communities as well as in global issues in the SDGs.</jats:p>