Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 1 (2025)

Project Based Learning: Strengthening Technical Vocational Education for Quality Learning And Workforce Readiness

Mark Yeri | Jay Baylon

Discipline: Education

 

Abstract:

The study aimed to assess the Project-Based Learning in strengthening technical vocational education for quality learning and workforce readiness in one secondary school in the Division of Dasmariñas, Cavite, during the school year 2025-2026. The respondents of the study were the teachers and students at one secondary school in the Division of Dasmariñas. The respondents evaluated the level of project-based learning in strengthening technical vocational education for quality learning in terms of student engagement and motivation, practical and technical skills, problemsolving and critical thinking abilities, and quality and authenticity of final projects; and the extent of project-based learning in strengthening technical vocational education for workforce readiness in terms of alignment with industry standards and needs, application of knowledge in real-world contexts, development of soft skills and work readiness traits, and post-program employment. The findings revealed that project-based learning improves technical vocational education by increasing student engagement and motivation, practical and technical skills, problem-solving and critical thinking abilities, and the quality and authenticity of finished products. Also, teachers and students have drastically different perspectives on how project-based learning improves technical vocational education for quality learning. Further, project-based learning significantly improves technical vocational education for preparing students for jobs by aligning what they learn with what industries require, allowing them to apply their knowledge in realworld situations, developing soft skills and work traits, and increasing their chances of finding work after the program. Meanwhile, there is a significant discrepancy in the evaluation of PBL's efficacy by teachers and students in ProjectBased Learning in Strengthening Technical Vocational Education for Workforce Readiness. Furthermore, projectbased learning shows a substantial association between learning quality and workforce preparedness. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may Provide professional development opportunities focused on effective PBL facilitation, assessment strategies, and integrating soft skills development into technical projects to enhance teaching effectiveness; Students may actively participate in industry partnerships and project collaborations to gain insights into workplace expectations and develop problemsolving, communication, and teamwork skills; and School administrators may allocate resources and infrastructure, such as tools, materials, and technology, necessary for implementing effective PBL activities that simulate real work environments.



References:

  1. Ahmed, S., & Liu, Y. (2022). Promoting gender inclusivity through project-based learning in vocational education. International Journal for Equity in Education, 4(3), 67-82.
  2. Bray, J. (2022). The role of project-based learning in developing work readiness traits and employment outcomes in mechanical vocational training. Journal of Vocational Education and Training, 46(4), 312-330.
  3. Carter, S. (2023). Enhancing soft skills and work readiness through project-based learning in automotive vocational education. Journal of Vocational and Technical Education, 47(2), 124–139.
  4. Chen, Y., & Patel, R. (2023). Developing problem-solving and critical thinking through project-based learning in automotive education. Journal of Vocational and Technical Education, 50(1), 104-120.
  5. Garcia, P., & Kim, H. (2023). Enhancing practical skills in manufacturing through project-based learning. Journal of Vocational Technical Education, 48(1), 134-150.
  6. Johnson, M., & Lee, S. (2022). Impact of project-based learning on student engagement and motivation in vocational education. International Journal of Educational Techniques, 8(2), 45-58.
  7. Johnson, P., & Lee, S. (2023). Impact of project-based learning on motivation and technical skills in HVAC vocational training. International Journal of Vocational Education, 32(1), 54-70.
  8. Kim, S. (2022). Developing entrepreneurial traits through project-based learning in electronics vocational education: Effects on employment. International Journal of Vocational Education, 35(3), 198–215.
  9. Kim, J. (2022). Applying project-based learning to real-world scenarios in automotive vocational training. Journal of Vocational and Technical Education, 46(2), 89–103.
  10. Kumar, P., & Patel, R. (2023). Enhancing entrepreneurial skills through project-based learning in vocational education. Journal of Entrepreneurship Education, 26(1), 88-105.
  11. Lee, H., & Nguyen, T. (2023). Integrating digital tools within project-based learning to enhance digital literacy in vocational education. Journal of Vocational and Technical Education, 47(2), 112-129.
  12. Lopez, A. (2023). Industry-aligned project-based learning and its impact on orkforce readiness in electrical vocational education. International Journal of Vocational Education, 36(1), 55-70.
  13. Lopez, A. & Chen, Y. (2022). Industry collaboration in project-based learning: A pathway to workforce readiness in vocational education. Journal of Vocational and Technical Education, 44(2), 78-92.
  14. Lopez, A., & Nguyen, T. (2022). The impact of project-based learning on motivation and technical skills in electrical vocational training. International Journal of Vocational Education and Training, 31(3), 98-115.
  15. Lopez, A., & Nguyen, T. (2022). Enhancing critical thinking and project authenticity through PBL in electrical vocational training. International Journal of Educational Research, 110, 102145.
  16. Martinez, L. (2023). The influence of project-based learning on soft skills development and employment outcomes in welding education. International Journal of Vocational Education, 37(2), 150-166.
  17. Martinez, L. (2023). Applying project-based learning to build workforce-ready skills in construction vocational education. International Journal of Technical Education, 49(4), 330-348.
  18. Martinez, R. & Gomez, S. (2022). Impact of project-based learning on technical and soft skills development in vocational education. International Journal of Vocational Education and Training, 30(1), 45-60.
  19. Martinez, L., & Wright, J. (2023). Enhancing engagement and practical skills in welding through project-based learning. Journal of Vocational and Technical Education, 49(2), 176-192.
  20. Martinez, L., & Wright, J. (2023). Enhancing problem-solving and project authenticity through PBL in welding education. Journal of Vocational Technical Education, 49(3), 210-227.
  21. Nguyen, T. (2023). Building industry-ready skills through project-based learning in civil vocational education. International Journal of Technical Education, 50(3), 245–261.
  22. Rodriguez, M. (2023). Enhancing industry standards compliance through project-based learning in HVAC vocational training. International Journal of Vocational Education, 37(1), 25–44.
  23. Romero, P. (2023). Developing soft skills through project-based learning in electrical vocational training. International Journal of Educational Development, 89, 102645.
  24. Santos, R., & Kim, H. (2023). Project-based learning and its effect on motivation and technological skills in electronic engineering education. International Journal of Engineering Education, 39(2), 251-267.
  25. Singh, K., & Williams, R. (2023). Developing critical thinking and problem-solving skills through PBL in mechatronics vocational training. International Journal of Vocational Education, 35(2), 88-105.
  26. Singh, K. & Williams, R. (2023). Digital tools in project-based learning to enhance workforce skills in vocational education. Computers & Education, 180, 104445.
  27. Wang, Y. (2023). Building work-ready construction workers through project-based learning: Outcomes on soft skills and employment. International Journal of Technical Education, 50(4), 330–347.
  28. Wang, Y. (2022). Industrial collaboration and project-based learning to align vocational training with workforce needs. Journal of Vocational Education and Training, 44(3), 210-226.
  29. Wang, Y. (2023). Improving troubleshooting skills and project authenticity in industrial maintenance via PBL. International Journal of Industrial Education, 41(2), 123-139.
  30. Zhang, H. (2022). PBL impact on critical thinking and project authenticity in civil engineering vocational education. Journal of Vocational and Technical Education, 50(4), 310-328.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic