Background/purpose. Vocational schools require relevant learning methods and models. Project based learning (PjBL) as a product-based learning model and provides real experience. This research describes the learning objectives to be developed, entry skills of vocational school students, characteristics, and learning environment, as well as specific objectives to be achieved in the development of the PjBL model. Materials/methods. Dick and Carey's Research and Development (R&D) outlines the following steps: identifying instructional goals, conducting instructional analysis, analysing learners and contexts, and writing performance objectives. Purposeful sampling and analysis were conducted at Negeri 6 and Negeri 3 vocational schools in Palu, Central Sulawesi, Indonesia. Open-ended interviews, questionnaires and observation techniques were used as the research instrument. Four vocational teachers and sixteen students were interviewed. Qualitative descriptive data analysis was used. Results. The learning objective is the application of the Gas Metal Arc Welding (GMAW) process in positions 1F, 2F, and 3F plate to plate. Entry skills of vocational students include an understanding of metal materials. Characteristics of students from moderate and low economic backgrounds, all male, and the expectation of direct employment in the industry. Learning environment with workshops and teacher support certified in competency. Specific objectives are setting, operating machines, and visual inspection according to parameters. Conclusion. Competency gaps and industry demands require the integration of academic skills such as English report preparation. The heterogeneity of student backgrounds and disparity in facilities between regions demand an inclusive and adaptive learning approach. Performance-based authentic assessment and curriculum alignment with industry standards are key to the success of vocational graduates. © The Author(s), 2025.
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