Abstract

This article presents a case study on the usage of LEGO as a pedagogical tool in the context of the didactics of English language teaching at the primary school level. Conducted with eighteen students enrolled in English teaching in the first cycle of basic education master’s program during the second semester of the 2023/2024 academic year and drawing upon Paulo Freire’s framework of banking education versus problem-posing education, the research illustrates how LEGO can foster collaborative learning, stimulate critical thinking, and offer opportunities for students to engage in creative, student-centered activities, thereby enabling them to explore and apply key theoretical concepts in educational practice and pedagogy. The study demonstrates that students highly value transformative educational approaches, recognizing their potential to foster deeper learning, and are eager to implement problem-posing strategies, which encourage critical thinking and active participation in their future roles as English teachers, aiming to create more interactive and student-centered learning environments.