The purpose of this study is to assess how well the 6C Skills activities are implemented in the Industrial Design (RBI) course at the Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia (UTHM), regarding the soft skills mastery and project results of the students. Participants included 92 Bachelor of Vocational Education (SMPV) students, 50 of whom were in the treatment group (TG) and 42 of whom were in the control group (CG). 49 TG lecturers and 44 CG lecturers made up the total of 93 lecturers that participated. Project assessments and questionnaires were utilised to gather data for the study, which had a quasi-experimental design. Since the normality test revealed an anomalous distribution of the data, non-parametric statistical tests such the Mann-Whitney U and Wilcoxon Signed-Rank were used to analyse the data. The findings indicated that TG and CG significantly differed in their attainment of student project outcomes (U = 566.500, p < .001), with TG performing better. A significant increase in TG for all subcomponents was also seen in the post score of 6C Skills competence (Z varied from -5.533 to -5.996, p < .001), but the increase in CG was less pronounced. These results demonstrate how well the 6C Skills-based teaching strategy works to enhance 21st-century abilities. This research has significant ramifications for the advancement of TVET pedagogy that is more dynamic, comprehensive, and pertinent to the demands of the future industry. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
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