Engaging the next generation: The power of problem-based learning in the auto care sector

April 8, 2026

As industries across Canada grapple with ongoing labour shortages, a pressing question continues to surface: how do we attract and retain young talent—especially in sectors like automotive and skilled trades? According to Lucas Chang, founder of Y2 Entrepreneurship Labs, during his presentation at the AIA Canada National Conference during the Canadian Auto Care Industry Conference (CAIC) on March 11, 2026, the answer may lie in rethinking how students are introduced to these careers in the first place.

Chang advocates for problem-based learning (PBL) as a powerful and practical solution. Rather than requiring students to commit to full courses or long-term programs, PBL offers an accessible, engaging entry point. It introduces students to real-world challenges and allows them to learn by actively solving problems—mirroring the realities of today’s workplaces.

Learning through experience

At its core, PBL shifts education from passive instruction to active exploration. Students are presented with real industry problems and tasked with developing solutions. Along the way, they build critical skills such as problem-solving, collaboration, and adaptability.

Equally important, PBL creates space for experimentation. Students are encouraged to try, fail, and try again—an approach that reflects modern workplace expectations. This mindset not only builds resilience but also fosters deeper engagement. As Chang emphasizes, when students are given meaningful challenges, they rise to meet them.

Through Y2 Entrepreneurship Labs, this approach has already reached significant scale, engaging thousands of students across Ontario. The results demonstrate that when learning feels relevant and tangible, student interest increases dramatically.

Bridging the gap between education and industry

One of the key barriers to student engagement in skilled trades is a disconnect between classrooms and industry realities. Chang highlights three common educator profiles:

Teachers with limited exposure to trades, who may struggle to guide students on career pathways

Industry-experienced teachers who lack access to up-to-date tools and technologies

Educators who are self-taught in technical subjects and seek stronger industry connections

Each group is motivated to support students but requires different forms of support. This is where industry partnerships become critical. By collaborating with educators and aligning content with curriculum requirements, the industry can play a direct role in enhancing classroom learning.

Real-world impact in action

PBL comes to life through hands-on, industry-driven experiences. In one example, students participated in a construction workshop where they analyzed real blueprints, developed renovation plans, and presented project bids. Using authentic documents and scenarios, students gained insight into project management, budgeting, and sequencing tasks—while also learning from their mistakes in a safe environment.

In another case, automotive-focused workshops challenged students to design repair shops based on customer personas, encouraging them to think about both technical operations and customer experience. Additional programs introduced diagnostic thinking, helping students understand how technicians interpret incomplete information and troubleshoot issues.

These experiences go beyond theoretical knowledge. They allow students to test their interests and abilities in a realistic context—answering two critical questions: Do I enjoy this? Am I good at it?

The ripple effect: Students, teachers, and parents

The impact of PBL extends beyond the classroom. When students engage in meaningful, hands-on learning, they bring that enthusiasm home. Conversations with parents shift from vague descriptions of schoolwork to tangible experiences and newfound interests.

This is particularly important in changing perceptions of the automotive and trades sectors. Many parents still rely on outdated views of these careers. However, when students share firsthand experiences—highlighting technology, innovation, and problem-solving—the narrative begins to evolve.

Teachers also benefit. Exposure to industry practices, tools, and environments enhances their ability to deliver relevant and up-to-date instruction. In some cases, partnerships have even led to co-developed curriculum and extended learning opportunities such as job shadowing.

A scalable, low-barrier opportunity

One of the most compelling aspects of PBL is its accessibility. As Chang notes, meaningful programs do not require significant financial investment. Often, industry’s primary contributions are time, expertise, and a willingness to engage.

Whether through workshops, facility tours, or collaborative projects, even small efforts can create lasting impact. For industry leaders seeking to build future talent pipelines, PBL offers a practical and scalable approach.

Looking ahead

Engaging the next generation requires more than awareness campaigns—it demands authentic experiences. Problem-based learning provides a pathway for students to explore careers in a hands-on, meaningful way, while strengthening connections between education and industry.

By investing in approaches like PBL, the automotive sector has an opportunity not only to address workforce challenges but to inspire a new generation of skilled, confident, and curious professionals.

This blog has been based on Y2 Entrepreneurship Lab’s founder and program Director, Lucas Chang’s presentation, Beyond just co-op: Engaging with younger students, at the 2026 Canadian Auto Care Industry Conference.