Student Perceptions of Project-Based Learning in Technical and Vocational Education and Training (TVET) Hospitality Education: A Case of a TVET College in Gauteng

Abstract

Project-based learning (PjBL) is an experiential-learning (EL) pedagogy believed to enable students to acquire content knowledge and skills and to build personal agency needed for the challenges of life and work. Although work-integrated learning (WIL) through internships and workplace learning is established in hospitality curricula within the technical and vocational education and training (TVET) environment, the application of PjBL remains unexplored. Therefore, it is necessary to investigate what other teaching and learning pedagogies can be used within the TVET hospitality curriculum to encourage students to acquire the relevant knowledge, skills, attitudes, and competencies needed to be successful in the hospitality industry. Using a convergent mixed-methods approach, this study employed an experiential learning survey (ELS) with 144 respondents (n=144) and a semi-structured interview involving 18 participants within two hospitality TVET programmes at a TVET college in Gauteng, South Africa. The findings indicate that PjBL is effective in TVET hospitality education in that it helps students acquire work-related knowledge, skills, attitudes, and competencies. It provides an engaging and meaningful avenue for collaborative learning and enables students to apply classroom concepts to real- world challenges. PjBL not only encourages critical thinking and problem-solving, but also fosters creativity and collaboration. Moreover, it helps students to develop important 21st-century skills for their future work.