Developing career-related skills through project-based learning

In the future world of work, problem-solving skills will continue to be important assets for youths. The present study tested the effectiveness of a 16-week and an additional 5-week project-based learning program designed for improving problem-solving skills. Data were collected from 97 youth (Mage = 23.03), who participated in the program, using three different sources of assessment (i.e., self, peer, rater) and two methods of measurement (i.e., survey questionnaires, task performance). A two-level hierarchical linear model was applied to data. Results from self-reports showed that problem-solving skills increased after 16-week participation, but no extra improvement was found by participating in an additional 5-week booster program. When using peers’ and raters’ reports, the participants’ skills also significantly improved throughout the 16-week program. The implications of the findings on theory are discussed. •Participants’ self-reported problem-solving skills improved after a 16-week program.•Thinking skills assessed by raters increased after the 16-week program.•Peer reports of empathy also increased after participating in the 16-week program.•The 5-week booster program showed no more benefits than 16-week program.•With regard to career outcomes, problem-solving skills and career adaptability were predictive of employability.