Industry culture-oriented project-based learning design for vocational high school students

Abstract

Vocational High Schools face significant challenges in preparing students for the Industry 5.0 era, particularly in developing 21st-century skills and job readiness aligned with workplace demands. Although Project-Based Learning (PjBL) is widely promoted in TVET, its implementation remains limited due to weak integration of industrial work culture and the limited use of learning media. This study aimed to develop a context-based PjBL model oriented to the industry to enhance students’ technical and soft skills. An explanatory sequential mixed-methods design was applied involving 36 automotive vocational students and two subject teachers. Data were collected through classroom observations, interviews, and questionnaires. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis. The findings indicate that current PjBL practices have not effectively developed teamwork, communication, and adaptability because industrial values are delivered theoretically rather than practiced in daily learning activities. Teachers also identified limited facilities and a lack of professional training as major constraints. However, students showed strong interest in learning approaches closely aligned with real industrial practices. Therefore, the proposed PjBL design integrates industry-based projects, contextual learning tasks, and technology-based interactive media. This study highlights the importance of transforming industrial work culture from supplementary material into a core instructional component within PjBL.