This systematic review aims to investigate the effectiveness of project-based learning (PBL) in improving writing skills amongst tertiary education students. Through an extensive search across multiple databases and citation searching, approximately 38 relevant articles were collected and analysed. The review focuses on the impact of PBL on various aspects of writing skills, such as writing fluency, coherence, organisation, and quality. The findings of the review provide valuable insights into the benefits and limitations of implementing PBL in the context of tertiary education students. By synthesising the current evidence, this systematic review contributes to the existing literature and offers practical recommendations for educators and researchers interested in utilising PBL to enhance writing instruction. This review employed a comprehensive search strategy to identify relevant articles, and to examine the impact of PBL on writing skills development. The results of the review shed light on the positive effects of PBL in enhancing writing skills, including improved writing organisation, content, and language. However, the review also highlights certain limitations of implementing PBL, such as the need for adequate resources, time management, and teacher training. Educators and researchers can utilise these findings to inform their instructional practises and further investigations in this field.