This study examined the impact of innovative pedagogies—specifically project-based learning (PBL) and the flipped classroom (FC) approach—on practical skill acquisition and learning engagement among university-level woodwork technology students. A school-based randomized Solomon Four-Group Design involving 170 students from four public universities was employed. Validated practical skill assessment tools and learning engagement questionnaires were used for data collection, and participants were randomly assigned to four groups: PBL only, FC only, combined PBL and FC, and a control group receiving traditional instruction. Results showed significant effects of the innovative pedagogies on both practical skill acquisition (F = 18.47, p < .05) and learning engagement (F = 15.32, p < .05), with the combined PBL and FC approach producing the highest outcomes. These findings highlight the potential of learner-centered pedagogical strategies to enhance practical skill development and student engagement in woodwork technology education. They also offer valuable insights for curriculum designers, educational administrators, and policymakers seeking to improve instructional quality and graduate employability, while contributing to the growing evidence supporting innovative teaching approaches in developing contexts.

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