Abstract
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.
