Harnessing Problem-Based Learning for Developing Innovative Technology Solutions in Technical Education Programmes of Colleges of Education in North Central Nigeria

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.