The rapid evolution of technology and changes in the workplace demand highly trained and adaptable professionals. To prepare future professionals for this environment, innovative teaching methods like Project Based Learning (PBL) are essential. This is especially important in vocational education, which often lacks recognition and resources in Portugal. Integrating PBL into vocational training can provide a dynamic educational experience aligned with market demands. PBL emphasizes practical problem-solving, helping trainees develop specific knowledge and vital skills such as critical thinking and complex problem-solving, preparing them for real-world challenges.Trainees are encouraged to take an active role in promoting an engaging and motivating teaching and learning environment. To achieve this, we have developed a project called "TAS Helps" as a part of the Short-Term Training Units (UFCD) within the Health Assistant Technician vocational course. The project aims to improve teaching and learning practices and prepare students for effective performance in their future professions. The methodology involves defining a theme related to the UFCD content, such as "Vulnerable Populations". We have defined vulnerable populations as those susceptible to physical or moral harm due to their fragility, lacking the capacity to prevent, resist, or overcome obstacles, thus putting them at risk. It is our collective responsibility to protect these individuals, and we must work together to find solutions for their protection. The school must also play an active role in raising awareness of this issue, sensitising everyone to be more attentive and contributing to a fairer society. In this context, each student group chose a vulnerable population and presented their work to the class with the aim of choosing one of them as the focus of the project. After a debate and vote, the population chosen was "pregnant women and mothers in vulnerable situations". Contacts were made with institutions that cater for these pregnant women/mothers, one of which was willing to take on the idea. The project was presented to the potential participants (9 young mums and one young pregnant woman) who voluntarily joined. Meetings were also held to adjust the project to the needs of the participants. Small groups of students were organised who, with the support of the trainer (teacher), planned and managed the whole process. The activities prepared in the classroom (based on the diagnosis made) included two training sessions on specific health literacy topics, a self-esteem workshop and dynamics to promote socio-emotional competencies. The results obtained were very positive, and we would highlight the involvement and commitment of the students, the increase in the level of health literacy among the participants, as well as the satisfaction levels of the students, teacher, the participants and their respective institutions. In conclusion, "HAT Helps" has succeeded in demonstrating the potential of PBL as an innovative and effective educational methodology in promoting a more dynamic learning environment, which is crucial for training future professionals. "HAT Help" thus stimulates the implementation of the PBL methodology in the context of vocational training, inspiring other teachers to adopt changes to promote more relevant and meaningful education.

Keywords: PBL, Vocational education, Vulnerable Populations.