The study aimed to assess the Project-Based Learning in strengthening technical vocational education for quality learning and workforce readiness in one secondary school in the Division of Dasmariñas, Cavite, during the school year 2025-2026. The respondents of the study were the teachers and students at one secondary school in the Division of Dasmariñas. The respondents evaluated the level of project-based learning in strengthening technical vocational education for quality learning in terms of student engagement and motivation, practical and technical skills, problem-solving and critical thinking abilities, and quality and authenticity of final projects; and the extent of project-based learning in strengthening technical vocational education for workforce readiness in terms of alignment with industry standards and needs, application of knowledge in real-world contexts, development of soft skills and work readiness traits, and post-program employment. The findings revealed that project-based learning improves technical vocational education by increasing student engagement and motivation, practical and technical skills, problem-solving and critical thinking abilities, and the quality and authenticity of finished products. Also, teachers and students have drastically different perspectives on how project-based learning improves technical vocational education for quality learning. Further, project-based learning significantly improves technical vocational education for preparing students for jobs by aligning what they learn with what industries require, allowing them to apply their knowledge in real-world situations, developing soft skills and work traits, and increasing their chances of finding work after the program. Meanwhile, there is a significant discrepancy in the evaluation of PBL's efficacy by teachers and students in Project-Based Learning in Strengthening Technical Vocational Education for Workforce Readiness. Furthermore, project-based learning shows a substantial association between learning quality and workforce preparedness. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may Provide professional development opportunities focused on effective PBL facilitation, assessment strategies, and integrating soft skills development into technical projects to enhance teaching effectiveness; Students may actively participate in industry partnerships and project collaborations to gain insights into workplace expectations and develop problem-solving, communication, and teamwork skills; and School administrators may allocate resources and infrastructure, such as tools, materials, and technology, necessary for implementing effective PBL activities that simulate real work environments.
Yeri et al. (Thu,) studied this question.