This paper develops a Problem-Based Learning as a Service-Based Skills Development (PBL-SBSD) model that aims to meet student curriculum needs by providing them with lifelong skills while solving an identified real-life problem in their community. The paper introduces a six-stage cyclical model combining project-based learning (PBL) and service-based skills development (SBSD) to help promote student curriculum engagement in Design and Technology (D&T). The model enables students to extend their design knowledge in a collaborative problem-solving process involving investigation, planning, construction and knowledge evaluation. The teacher serves as expert practitioner, facilitator and guide while providing students with a leading role in the process. Key to this investigation is how the PBL-SBSD model helps to improve student curriculum engagement, self-efficacy, self-esteem and sense a of community and citizenship. A qualitative case study approach is employed to investigate the impact of the PBL-SBSD model on a chosen cohort of disengaged Year 13 students enrolled in a Building Construction and Allied Trade Skills (BCATS) course as part of their New Zealand Certificate in Education. Data were obtained from student reflections of tasks and captured in daily logbooks including images of artifacts, running journals, annotated sketches, photographs, videos and models. Results showed positive learning outcomes for students participating in the PBL-SBSD project with spill over benefits to service recipients and sponsors. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
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