Ni Nyoman Sri Putu Verawati, Saiful Prayogi, Hisbulloh Als Mustofa

When Teaching Factories Meet Project-Based Learning: Rethinking Evidence of Impact on Students’ Soft Skills and Entrepreneurial Intention

Introduction

When teaching factories meet project-based learning: rethinking evidence of impact on students’ soft skills and entrepreneurial intention. Critically evaluates Project-Based Teaching Factories (PbTF) impact on student soft skills & entrepreneurial intention. Proposes alternative interpretations & steps for stronger evidence.

Abstract

This commentary examines Hulyadi et al. (2025), which reports that a project-based teaching factory (PbTF) model in a chemical cleaning industry context improved students’ soft skills and entrepreneurial intention over a short intervention. The article’s key contribution is practical: it operationalizes “teaching factory” as a sequenced learning design with validated tools and measurable outcomes. However, the strength of causal claims is limited by the one-group pretest–posttest design, a small cohort, and outcomes closely aligned with course activities. The observed gains may reflect increased opportunities to collaborate, assessment familiarity, or short-term motivational uplift rather than durable competence and entrepreneurial behavior. This commentary offers a cautious reading of the evidence, proposes alternative interpretations consistent with the reported data, and suggests evaluation steps that would clarify mechanisms, durability, and generalizability. PbTF-PjBL appears promising as an applied learning package, but stronger comparative and longitudinal evidence is needed before treating it as a robust impact model.

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