Implementation of Problem-Based Learning and Soft Skills Acquisition Among Trainees in Technical And Vocational Education and Training Institutions in Uasin Gishu County, Kenya

Technical and Vocational Education and Training (TVET) institutions are increasingly expected to prepare graduates who possess both occupational competencies and transferable workplace skills. Contemporary workplaces require employees who can communicate effectively, collaborate with others, think critically, solve problems, make informed decisions, and adapt to changing environments. Problem-based learning (PBL) provides opportunities for developing these competencies by engaging learners in authentic problems, investigation, collaboration, evaluation of alternatives, and evidence-based decision-making. However, empirical evidence regarding its implementation and contribution to soft skills development within Kenyan TVET contexts remains limited.This study examined the relationship between problem-based learning implementation and soft skills acquisition among trainees in public TVET institutions in Uasin Gishu County, Kenya. The study was guided by constructivist and experiential learning perspectives and adopted a mixed-methods approach using a descriptive survey research design. The target population comprised 495 trainees, 71 trainers, and eight principals from public TVET institutions in Uasin Gishu County. A sample consisting of 418 trainees, 71 trainers, and eight principals was selected through stratified, simple random, and purposive sampling techniques. Data were collected using questionnaires and semi-structured interview schedules. Problem-based learning implementation was assessed through indicators including exposure to authentic workplace problems, investigation of alternative solutions, inquiry and research practices, collaborative discussion, evidence-based decision-making, workplace scenarios, and problem-solving experiences. Soft skills acquisition was assessed through competencies including communication, teamwork, critical thinking, problem-solving, decision-making, adaptability, and workplace confidence. Reliability of the research instruments was assessed through pilot testing and Cronbach’s alpha coefficient, while validity was enhanced through expert review and alignment with the study objectives. Quantitative data were analysed using descriptive statistics, Chi-square tests, and regression analysis, while qualitative data were analysed thematically. The findings revealed significant implementation gaps in key elements of problem-based learning. Many trainees reported limited exposure to authentic workplace problems, investigation of alternative solutions, inquiry activities, and evidence-based decision-making. However, problem-based learning demonstrated a statistically significant association with soft skills acquisition, χ²(4, N = 418) = 22.315, p < .001. Regression analysis also indicated a statistically significant relationship between problem-based learning and soft skills acquisition, F(1,418) = 6.381, p = .012. Nevertheless, the model explained only 0.9% of the variance in soft skills acquisition (R² = .009), indicating that problem-based learning alone does not sufficiently explain differences in trainees’ soft skills development. The study concludes that problem-based learning has potential to support soft skills acquisition when implemented through authentic workplace problems, inquiry-based learning, meaningful collaboration, evidence-based decision-making, trainer facilitation, and reflection. However, soft skills development is influenced by multiple institutional, learner, and contextual factors beyond instructional strategy alone. The study recommends strengthening industry-aligned problem design, trainer capacity development, collaborative learning processes, and institutional support systems to enhance the effectiveness of problem-based learning within TVET institutions.

Problem-based learning; soft skills acquisition; Technical and Vocational Education and Training; competency-based education and training; workplace learning; Kenya

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