Enhancing Teachers' Potential in Implementing the Project-based Learning Approach through Activity-based Professional Development: A Case Study of Chonburi Science-Based Technology Vocational College

This research aimed to develop a comprehensive framework for enhancing the instructional capacity of 35 teachers at a science-based technology vocational college in Chonburi Province through the Project-Based Learning (PjBL) approach. The activity framework consisted of four key components: consultations with school administrators to present a prototype model and gather alignment recommendations; interactive workshops and knowledge exchange sessions; establishment of Professional Learning Communities (PLC); and structured reflective learning sessions. The training focused on the five-step PjBL instructional process, specifically tailored to the college context, and supported teachers in designing lesson plans, assessment strategies, and practical PjBL applications. Results demonstrated significant improvements in teacher understanding of PjBL methodology. Participating teachers developed more positive attitudes toward PjBL and increasingly viewed their roles as facilitators, mentors, and assessors rather than traditional instructors. Post-training analysis revealed a deeper understanding of learner-centered approaches and enhanced ability to apply PjBL tools appropriately within the vocational education context. The proposed framework represents a strategic approach for developing vocational teachers’ instructional capacity to deliver competency-based education effectively, aligned with the mission of science-based technology colleges.