Project-Based Learning in Technical Education: Teachers' Experiences in Developing Grade 10 Students' Technical Skills

Authors

  • Evita Lodriguito Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.125

Keywords:

Project-Based Learning, technical education, technical skills, teachers' experiences, Grade 10 students, phenomenology, qualitative research

Abstract

Abstract

Project-Based Learning (PBL) has emerged as an effective learner-centered pedagogical approach that promotes authentic learning, problem-solving, collaboration, and technical skill development in technical education. By engaging learners in meaningful projects that simulate real-world workplace situations, PBL enables students to apply theoretical knowledge while developing practical competencies essential for lifelong learning and employability. This study explored the experiences of technical education teachers in implementing Project-Based Learning to develop the technical skills of Grade 10 students. A qualitative phenomenological research design was employed involving ten Grade 10 technical education teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers utilized authentic project tasks, collaborative learning, industry-based applications, reflective assessment, and continuous coaching to strengthen students' technical competencies. Despite challenges related to limited resources, varying learner abilities, project time requirements, and assessment demands, teachers demonstrated creativity, adaptability, and strong instructional commitment in implementing Project-Based Learning. The study highlights the importance of teacher competence, adequate learning resources, school-industry collaboration, and continuous professional development in strengthening Project-Based Learning implementation. The findings provide valuable insights for technical education teachers, school administrators, curriculum developers, and policymakers in improving technical skills development through authentic and learner-centered instruction.

 

References

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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