Project-based learning efficacy in vocational education: Literature review

Abstract

A shift in-demand skill in the workforce at the cognitive level and the need to adapt is a challenge for vocational graduates. Therefore a strategy is needed to enhance the 21st-century skills in vocational education. One of the strategies is implementing an active learning model such as Project-Based Learning. This article aim is to gather, summarize and integrate the quality of empirical evidence supporting links between Project-based Learning (PBL) and 21st-century competency framework. This study conducted with a systematic literature review. The data was collected from textbooks, journal articles, and internet searches. The result shows there are a lot of evidence of project Based Learning positive impact in fostering students skill in accordance to 21st-century competency framework including critical thinking, problem-solving, communication ability, collaboration ability, and creativity. The result also shows that several factors that could limit the effectiveness of PBL implementation including the teacher's role, students' roles, and other factors including equipment and the environment.