This research examines how effective the Project Based Learning (PjBL) approach is, when combined with miniature ecosystem teaching tools (terrariums), at strengthening students' ability to communicate scientific ideas. A qualitative descriptive design guided by Systematic Literature Review (SLR) procedures was applied to 25 published studies 15 drawn from accredited domestic journals and 10 from established international outlets. Each article was processed through three stages: locating relevant sources, screening them against inclusion criteria, and synthesizing findings tied to the research focus. Across the reviewed literature, PjBL repeatedly emerged as a strong driver of stronger science communication, particularly in how students articulate scientific reasoning, employ discipline-specific vocabulary, present findings, and report outcomes in an organized manner. Where terrarium-based projects were incorporated, students gained hands-on, situated learning experiences that pushed them toward more active discussion, teamwork, and richer articulation of ecological ideas. Beyond communication gains, the PjBL approach also nurtured related twenty-first-century competencies—critical thinking, teamwork, and creative problem-solving among them. Taken together, these findings point to PjBL paired with terrarium media as a productive strategy for cultivating active, contextually grounded, and meaningful science communication among learners.