Project-Based Learning in Technical and Vocational Education and Training (TVET): A Systematic Review of Its Impact on Students’ Creativity and Communication Skills

This study synthesizes recent research on the implementation of project-based learning (PjBL) in technical and vocational education and training (TVET) between 2020 and 2025, with a particular focus on its contributions to students’ creativity and communication skills. Using a systematic literature review (SLR) guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and supported by bibliometric analysis, 617 Scopus-indexed articles were initially identified, of which 67 met the inclusion criteria. The review revealed that PjBL consistently enhances creativity and communication when supported by structured instructional design, digital technology integration, iterative feedback processes, and multimodal collaborative activities. The review further highlighted a mutually reinforcing relationship between creativity and communication, although challenges remain in implementation consistency, assessment standardization, and students’ initial communication readiness. These findings emphasize the need to refine PjBL models in TVET through hybrid instructional approaches, standardized assessment frameworks, and stronger alignment with industry practices, while also encouraging longitudinal research to capture more comprehensive developmental trajectories.