The relationship between Project-Based Learning (PBL) and critical thinking skills among TVET students: an English and aesthetic education perspective

Technical and Vocational Education and Training (TVET) face challenges in developing students’ critical thinking skills alongside English language proficiency. Conventional instructional approaches often emphasise technical competencies but provide limited opportunities for meaningful learning through aesthetic experiences. To address this gap, project-based learning (PBL) is proposed as a pedagogical approach that integrates active learning, language use, and aesthetic engagement. This study aims to examine the relationship between the implementation of PBL and the critical thinking proficiency of TVET students in English language learning within an aesthetic education framework. A quantitative correlational research design was employed, involving 154 TVET students as the sample. The findings are expected to provide empirical evidence on the effectiveness of PBL in enhancing critical thinking while promoting meaningful and experiential language learning in TVET contexts. The questionnaire instrument utilised has completed a pilot study and demonstrates exceptional reliability, evidenced by an overall Cronbach's Alpha value of 0.911 for 20 study items. Descriptive analysis indicates that the implementation of PBL is high, with a mean of 4.44 and a standard deviation of 0.457. Similarly, the level of students' critical thinking is also high, with a mean of 4.35 and a standard deviation of 0.435. The Shapiro–Wilk normality test indicated that the data distribution for both variables was not statistically normal (p < .001). Consequently, the Spearman correlation test was employed to evaluate the study hypothesis. The analysis indicated a significant positive correlation between PBL and students' critical thinking levels (rₛ = 0.634), thereby rejecting the null hypothesis (Ho). This study demonstrates that the implementation of PBL significantly correlates with the enhancement of critical thinking among TVET students, particularly in English language learning, which prioritises active participation, reflection, and the appreciation of aesthetic education's value. This study indicates that PBL should be implemented as the primary pedagogical in TVET to facilitate holistic, meaningful, and relevant learning aligned with industry requirements.