INTEGRATION OF PROJECT-BASED LEARNING, STEM, AND DIGITAL MODULES IN VOCATIONAL EDUCATION: SYSTEMATIC LITERATURE REVIEW
Keywords:
Project-Based Learning, STEM education, e-module, technology and vocational education, Mechanical Engineering EducationAbstract
This article aims to synthesise the trends, design characteristics, effectiveness, and challenges of integrating Project-Based Learning (PjBL), Science, Technology, Engineering, and Mathematics (STEM/STEAM) approaches, and e-modules in vocational education. This Systematic Literature Review (SLR) was conducted based on the PRISMA 2020 guidelines. The literature search retrieved 189 records from six databases: Google Scholar, Portal Garuda, DOAJ, ScienceDirect, ERIC, and Scopus. The inclusion criteria focused on empirical and R&D studies published between 2020-2025 that applied PjBL, STEM, and digital modules within vocational and applied engineering contexts. After the screening and eligibility processes, 21 key articles were included for thematic synthesis. The findings indicate that the integration of PjBL-STEM e-modules contributes to (1) enhancing cognitive skills, including problem-solving, mathematical, and visual literacy; (2) supporting psychomotor readiness through pre-workshop digital simulations; (3) fostering scientific communication, collaboration, and self-efficacy; and (4) contextualising learning through Ethno-STEM and socio-scientific issues. However, implementation faces significant challenges, particularly regarding teachers' TPACK readiness, the quality of e-module UI/UX design, and digital infrastructure stability. This study recommends strengthening inclusive digital learning ecosystems and project-based teacher training in vocational schools.
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