What type of study is this?

This is a Action Research study.

September 5, 2025

A Study on the Development and Implementation of a Project-Based Learning Model for Hybrid Vehicle Repair Technology Training at Ho Chi Minh City College of Industry and Trade

Key Points

Implementation of the 'Hybrid-Pro' model improved students' complex fault diagnosis skills by 45% compared to traditional methods.
Qualitative results showed marked advancements in teamwork, critical thinking, and self-confidence among students participating in the program.
The model is structured in three stages, focusing on project initiation, guided research, and conclusion, emphasizing hands-on problem-solving.
Recommendations are provided for scaling active learning methodologies to meet the demands of Industry 4.0 and enhance vocational education.

Abstract

The global shift towards sustainable transportation technologies has spurred the rapid proliferation of electrified vehicles (xEVs), wherein hybrid technology serves as a strategic bridge. In Vietnam, the growing popularity of hybrid vehicles presents a significant challenge to the vocational education and training (VET) system: the existence of a competency gap between traditional training curricula and the practical demands of the industry. Conventional pedagogical methods, which focus on content delivery and guided practice, have proven ineffective in cultivating the higher-order thinking skills required to diagnose and resolve issues within the complex mechatronic systems of hybrid vehicles.This paper presents an action research study on the design, implementation, and evaluation of the "HybridPro" Project-Based Integrated Learning Model at the Faculty of Mechanical Engineering, Ho Chi Minh City College of Industry and Trade. The model is founded on the theoretical framework of Project-Based Learning (PBL), integrated with the principles of Kolb's Experiential Learning Theory and Vygotsky's Social Constructivist Theory. The core of this model places students in the role of authentic technicians, tasking them with resolving project-based, simulated complex faults on Toyota Prius vehicles.The study details the model's threestage structure: (1) Project Initiation & Problem Analysis, (2) Guided Research & Repair Implementation, and (3) Conclusion, Critique & Product Handover. Quantitative and qualitative results after a two-year implementation period indicate that the "Hybrid-Pro" model has significantly improved learning outcomes. Specifically, 100% of participating students mastered and adhered to international high-voltage safety protocols, and their complex fault diagnosis competency increased by 45% compared to a control group taught via traditional methods. Qualitative analysis revealed marked development in students' teamwork skills, critical thinking, and academic self-confidence. This paper not only provides a validated pedagogical model but also offers systemic recommendations for replicating and scaling up active learning methodologies in the context of Industry 4.0

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