Project-based learning (PBL) is known as an instructional approach that presents learning by introducing learners to solving problem and developing products. PBL seems to have the importance in language teaching and learning. This approach should have been implemented in language classes as PBL offers many advantages not just to learners but also educators. This systematic review will investigate the impact of PBL on English writing skills in tertiary education, focusing on the perspective of teachers. The study encompasses 19 relevant articles from databases such as Scopus, WoS, ScienceDirect, ERIC, Semantic Scholar, and citation searching. By synthesizing the current evidence, this review provides valuable insights into the advantages and limitations of implementing PBL in the context of tertiary language teachers. This study aims to contribute to the existing literature by offering recommendations and practical implications for educators and researchers interested in utilizing PBL to enhance writing instruction in tertiary education. The study’s relevance lies in addressing the need for effective instructional strategies to improve English writing skills, a crucial aspect of language proficiency among tertiary-level students. Regarding the methodology, the review employs a systematic approach to identify and analyze relevant articles. In conclusion, this systematic review consolidates the existing evidence on the impact of PBL on English writing skills in tertiary education. The findings underscore the value of integrating PBL into writing instruction while acknowledging the challenges that must be addressed. Educators and researchers can utilize these findings to inform their instructional practices and further investigations in this field.