Self-directed learning and other life-long learning skills are among requirements of today workers. To sustain in competitive globalised world of work they need to be creative, innovative, critical and analytical in their approach. In order to achieve all those competences, learning institution can no longer teach their students using traditional teacher-centred approach only. More student-centred approach such as Problem Based Learning (PBL) and Problem Oriented Project Based Learning (POPBL) should be employed. It is believed that those two approaches are able to promote the competencies required for lifelong learners. In the present teaching scenario, polytechnics are still practicing the traditional approach in classroom such as pen-and-paper or exam-based learning. Students can no longer survive by memorizing textbooks, they now need to explore and experience genuine tasks that connects to the real-world; in which they can develop, master, and demonstrate authentic skills. Engineering Education needs to move from an instructive to constructivist approach.Problem based learning (PBL) is one of the constructivist approaches where cooperation among learners plays important role in the learning method. Project is one of the core subjects in the Polytechnics system which carries 2.5 credit hours. Students will be assessed based on their performance throughout the projects as well as the final outcome of the projects. However most of these final projects designed by students are lacking of creative and innovative dimensions.PBL differs in certain aspects from conventional learning. In normal conventional classes, students normally learned based on what the lecturers delivered in class. This paper discusses issues and challenges the lecturers faced in promoting students-centred approach such as POPBL. Several suggestions are proposed to assist the implementation of POPBL approach in the polytechnics setting in Malaysia.
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