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Harnessing Problem-Based Learning for Developing Innovative Technology Solutions in Technical Education Programmes of Colleges of Education in North Central Nigeria
Subject area: Science,Engineering and Technology · Area of research: Technical Education
DOI: 10.64388/IREV9I10-1716309
Abstract
This study examined the adoption and effectiveness of Project-Based Learning (PBL) in technical education programmes in Colleges of Education in North Central Nigeria. A descriptive survey research design was adopted and guided by three research questions and three corresponding null hypotheses. The population comprised 125 lecturers and 247 students. All lecturers were included in the study, while 153 students were sampled using Yamane’s formula. Six Colleges of Education were selected through purposive sampling. Data were collected using a structured questionnaire, which yielded a Cronbach’s alpha reliability coefficient of 0.89. Mean, standard deviation, and independent samples t-test were used for data analysis at a 0.05 level of significance. Findings revealed that instructional practices in technical education remain largely traditional and teacher-centered, with limited application of interactive strategies. The integration of PBL was found to be moderate but inconsistent, reflecting weak institutional support for its systematic implementation. However, PBL significantly enhanced students’ creativity, problem-solving ability, practical skills, and capacity to generate innovative and context-relevant technological solutions. The study concludes that while PBL is not yet fully institutionalized, its demonstrated benefits highlight the need for curriculum reform, lecturer capacity development, and supportive institutional policies.
Keywords
Project-Based Learning; Technical Education; Instructional Strategies; Innovative Technology Solutions; Colleges of Education; Nigeria
References
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[2] Anyaogu, R. U., & Enwereuzo, J. C. (2023). Problem-based learning and the development of 21st-century skills among technology education students. Nigerian Journal of Educational Innovation, 10(1), 112–129.
[3] Huang, J. (2025). Conceptualizing the application of Project-Based Learning in innovation and entrepreneurship: An activity theory perspective. Journal of Education and Learning, 14(6), 520–534. https://doi.org/10.5539/jel.v14n6p520
[4] Kothari, C. R. (2022). Research methodology: Methods and techniques (4th ed.). New Delhi: New Age International Publishers.
[5] Naseer, F., Tariq, R., Alshahrani, H. M., et al. (2025). Project-based learning framework integrating industry collaboration to enhance student future readiness in higher education. Scientific Reports, 15, 24985. https://doi.org/10.1038/s41598-025-10385-4
[6] Nnaji, O. P., & Ogbene, T. A. (2024). Institutional readiness for innovation in Colleges of Education in Nigeria: Challenges and prospects. African Journal of Teacher Education, 14(1), 88–104.
[7] Obi, C. I., & Nwosu, J. C. (2022). Innovative technology adoption in technical education: Implications for skills development in Nigeria. International Journal of Technical and Vocational Studies, 9(3), 56–70.
[8] Ogbodo, S. U., & Musa, A. I. (2021). Instructional inadequacies in Nigerian Colleges of Education: Implications for technical skills development. Journal of Industrial and Technology Education, 6(1), 20–33.
[9] Omeh, C. B., Ayanwale, M. A., & Mnguni, L. E. (2025). Fostering programming skill and critical thinking through AI-assisted PBL integration. Journal of New Approaches in Educational Research, 14, 22. https://doi.org/10.1007/s44322-025-00041-0
[10] Organisation for Economic Co-operation and Development. (2021). Innovating technical and vocational education: Skills for the future workforce. OECD Publishing.
[11] Silma, N., Maulida, I., Wulan, A. P., Merawati, J., & Hasan, M. K. (2024). A comprehensive review of Project-Based Learning (PBL): Unravelling its aims, methodologies, and implications. Journal of Education, Social & Communication Studies, 1(1), 10–19.
[12] Uzoegwu, P. N., & Abonyi, S. O. (2022). Effectiveness of problem-based learning on creativity and innovation in technical colleges. Journal of Applied Educational Research, 8(4), 101–119.
[13] Yusuf, I. A., & Olagunju, M. A. (2023). Exploring learner-centered pedagogies in Nigerian technical education: The role of PBL. Journal of Contemporary Education Methods, 5(2), 77–93.
How to cite this paper
@article{1716309,
author = {Dr James Chata Salawu, Dr Elijah Baba Tsado, Dr Mohammed Isah Doko Chado, Adamu Alhaji Ibrahim},
title = {Harnessing Problem-Based Learning for Developing Innovative Technology Solutions in Technical Education Programmes of Colleges of Education in North Central Nigeria},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {10},
pages = {1786-1794},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1716309.pdf},
abstract = {This study examined the adoption and effectiveness of Project-Based Learning (PBL) in technical education programmes in Colleges of Education in North Central Nigeria. A descriptive survey research design was adopted and guided by three research questions and three corresponding null hypotheses. The population comprised 125 lecturers and 247 students. All lecturers were included in the study, while 153 students were sampled using Yamane’s formula. Six Colleges of Education were selected through purposive sampling. Data were collected using a structured questionnaire, which yielded a Cronbach’s alpha reliability coefficient of 0.89. Mean, standard deviation, and independent samples t-test were used for data analysis at a 0.05 level of significance. Findings revealed that instructional practices in technical education remain largely traditional and teacher-centered, with limited application of interactive strategies. The integration of PBL was found to be moderate but inconsistent, reflecting weak institutional support for its systematic implementation. However, PBL significantly enhanced students’ creativity, problem-solving ability, practical skills, and capacity to generate innovative and context-relevant technological solutions. The study concludes that while PBL is not yet fully institutionalized, its demonstrated benefits highlight the need for curriculum reform, lecturer capacity development, and supportive institutional policies.},
keywords = {Project-Based Learning; Technical Education; Instructional Strategies; Innovative Technology Solutions; Colleges of Education; Nigeria},
month = {April},
doi = {https://doi.org/10.64388/IREV9I10-1716309}
}