An innovative educational project for first-year secondary students studying English as a foreign language is presented in this master's thesis. As an engaging and significant educational experience, the proposal suggests a twelve-session didactic unit centred on the design and construction of historical escape rooms. In order to promote inclusive, dynamic, and individualised instruction, the plan incorporates project-based learning, cooperative work, and Universal Design for Learning, drawing on constructivist and communicative techniques. Based on various historical figures, such as Queen Victoria, Sir Isaac Newton, The Beatles, and William Shakespeare, each escape room serves as a communicative framework to foster critical thinking, teach useful language, and scaffold written and spoken expression. Students engage in contextualised assignments and guided vocabulary sessions before the final game session, which equips them both linguistically and intellectually to accomplish their missions. A mix of formative and summative methods, including as instructor observation, peer review, selfassessment, and digital portfolios, are used to evaluate students. The initiative also considers how it aligns with the Sustainable Development Goals, especially SDG 4, and emphasises how it may boost student motivation, enhance language use in everyday situations, and foster a more vibrant, welcoming classroom environment. To sum up, the thesis promotes the use of innovative and immersive teaching strategies that put students at the centre of their education and turn the conventional foreign language classroom into a setting for play, cooperation, and deep conversation.
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