The Impact of AI Implementation on Job Transformation and Competency Requirements: Prioritising Reskilling and Soft Skills Development

Formulation of the problem. In recent years, the concept of «soft skills» has become an integral part of the global labor market in various sectors of the economy and society. International and national studies confirm the importance of universal skills, which are called «21st century skills». However, in practice, higher education institutions cannot always create conditions for their comprehensive development. Therefore, one of the main tasks of training students of higher education in modern conditions is to find ways for targeted and systematic development of soft skills. The purpose of the article is to assess the degree of development of soft skills of higher education students in the educational process and to justify the pedagogical conditions that can contribute to increasing the efficiency of their development. The results. The study of the degree of development of the sought-after soft skills of higher education students in the educational process was carried out using a developed questionnaire in Google Form. The questions were formulated so that students, based on their own opinion, determined the degree of development in the educational process of each of the proposed soft skills on a 10-point scale. Students of 1-6 years of study of V.N. Kharkiv National University took part in the survey. Karazina (87 people). The results of the conducted empirical research confirm the need for purposeful and systematic development of soft skills demanded by the modern labor market of higher education graduates. According to the students, such soft skills as stress resistance and flexibility, critical thinking, emotional intelligence and communication skills need the greatest development. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of complex measures in the educational process: filling normative educational disciplines with a clear theoretical and practical context for the development of soft skills; transformation of teaching, shift of emphasis towards innovative methods and forms of education, which contain potential opportunities for the development of universal competences of higher education seekers; deep awareness by teachers of their mission in the development of the required soft skills of students; introduction of interfaculty and optional disciplines such as «Soft skills - the formula for success», starting from the first year of study, which will gradually expand the range of universal competencies of the future specialist; introduction of soft skills by conducting mandatory trainings with students; the organization of a summer school that will specialize in the development of students’ soft skills, where in a relaxed atmosphere under the guidance of professional psychologists, coaches and other specialists, students will be able to acquire modern knowledge and the necessary skills. Conclusions. The obtained results confirmed our assumption that the educational space contributes to the development of soft skills among students of higher education in a fragmentary, «spot» way. The path to the systematic and planned introduction of soft skills in the educational space is very difficult and so far takes place at the level of individual disciplines. Therefore, there is a need for a comprehensive policy in this field. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of the proposed comprehensive measures in the educational process, which, in our opinion, will be able to provide high-quality training of specialists capable of acting in non-standard situations, making quick decisions, ready for self-improvement, positive communication and a healthy response to challenges society.

The Competency-Based Curriculum (KBK) approach is one of the solutions that is expected to be able to answer the needs of the times. However, reality shows that many high school graduates still face challenges in optimally integrating hard skills and soft skills. This study aims to analyze the influence of Competency-Based Curriculum management on the development of soft skills and hard skills competencies of high school graduates. This study uses a quantitative approach with a survey method to analyze the influence of Competency-Based Curriculum management on the development of soft skills and hard skills of high school graduates. This study shows that the management of the Competency-Based Curriculum (KBK) at the high school level has a significant positive influence on the development of students' soft and hard skills. From the aspect of curriculum management, planning obtained the highest score (85 out of a scale of 100), followed by implementation (80) and evaluation (78), which shows that the school has made optimal efforts in designing and implementing KBK, although the evaluation stage still needs improvement. In the development of soft skills, communication and cooperation skills received the highest scores of 85 and 84, respectively, while leadership and time management obtained scores of 75 and 72. On the other hand, students' mastery of hard skills is also in the good category with the highest score on technology-based skills (86) and the lowest score on analytical skills (74). The results of the linear regression test confirmed that there was a significant positive relationship between KBK management and the mastery of soft skills (regression coefficient 0.65; p < 0.01) and hard skills (regression coefficient 0.59; p < 0.01).

In this article we consider the problems of "critical thinking"as a cause of insufficient development of soft skills in high school students. In the course of theoretical analysis the concept and characteristics of critical thinking as a soft skill are established and different approaches to the development of critical thinking skills in high school students are outlined. Since critical thinking allows to guide and control the whole process of learning in school, including the independent development of students regarding the acquisition of not only knowledge, but also soft skills. The special connection between logic and creative thinking is noted. The main ways of developing critical thinking as a factor in the development of soft skills according to the Delphi model (Peter Facione) are outlined. The results of practical research based on the key cognitive skills have shown that the level of development of soft critical thinking skills is a necessary condition for the development of high school students, as soft critical thinking skills were developed in them during the experiment, albeit slightly (due to the use of modern techniques and methods of technology in the process of teaching and education), which determines the effectiveness of their further development. It is recommended to use in school education, in high schools, interactive techniques and methods of developing soft skills, while taking into account the age of students and their need to form critical thinking both for self-development and for the acquisition of other competencies.

The development of soft skills is essential for future software engineers since the development process requires creativity, communication and problem-solving skills. Instructors can adapt pedagogical strategies to train students' soft skills and the technical knowledge needed for the profession. Design Thinking (DT) is a methodology that promotes the production of creative and innovative software solutions. Teaching DT in Software Engineering (SE) courses can promote students with an interdisciplinary teaching practice that stimulates soft skills to understand and explore problems and design innovative software solutions. This paper presents research exploring how DT provides practical experiences and it supports the development of students' soft skills from SE courses. We proposed and developed a dynamic based on the DT phase that simulates practical situations of a software project. The students' perceptions of the dynamics were analyzed qualitatively. The results showed that the dynamics promoted practical experiences and the development of soft skills, such as problem-solving, creativity, teamwork, diversity, and critical thinking.

The paper describes the complex of computer science lessons for secondary school students, aimed at forming soft skills, among which are communication skills (in particular, the ability to dialogue and discussion), teamwork (cooperation), leadership, logical thinking, creativity, time management. The relevance of the study is due to the need to understand the possibilities of computer science lessons in terms of development of modern schoolchildren soft skills, which are the key to successful further study and future professional realization. The research methodology contains general theoretical and special methods. The aim of the study is to describe and characterize the author's set of non-standard computer science lessons for secondary school students, which promotes the development of soft skills. The complex consists of three consecutive lessons and involves students working on their own projects in microgroups, a competition for these projects and a press conference of the jury, during which the results of the competition are discussed. The project method stimulates creativity, elements of competition contribute to the formation of teamwork and leadership skills. Independent elaboration of the topic with the subsequent acquaintance with several variants of its presentation consolidates knowledge. An additional factor in strengthening knowledge is the visualization of educational material, implemented in presentations. The paper examines the correlation between the type of lesson and the development of specific soft skills. The main educational tasks that should be used in computer science lessons for the development of soft skills include problem (identify the most interesting topics) and creative (create your own project-presentation) ones. Involvement of the element of competition (project competition) contributes to the intensification of learning, helps to form teamwork, and increases student motivation. Prospects for further research are seen in the implementation of the proposed complex into the teaching of computer science in Kremenchuk secondary schools in order to prove its effectiveness. Key words: primary school, computer science lesson, soft skills, non-standard lesson, project work, lesson-competition, lesson-press conference.

In the context of the modern educational process, the soft skills’ development is becoming an integral part of preparing students for professional activities. The purpose of this article is to create and test a diagnostic tool for assessing and further developing soft skills of university students. The authors focused on the most popular soft skills identified at the World Economic Forum in Davos in 2023: critical thinking, the ability to solve complex problems, creativity, teamwork skills and emotional intelligence. The main attention is paid to the use of a set of diagnostic methods, such as the E. Torrance Creativity Test, the L. Starkey Critical Thinking Test, the Case Method for Assessing Complex Problem Solving Skills, the Group Project Method and the N. Hall Method for Assessing the Level of Emotional Intelligence. The soft skills’ diagnostics among students made it possible to identify strengths and weaknesses, which will serve as the basis for further development of programs to improve and develop these skills. Based on the analysis of the obtained results, the authors proposed recommendations for the comprehensive development of students' soft skills: conducting regular diagnostics, integrating soft skills into the educational process, using innovative practical teaching methods, and creating a favorable educational environment. The diagnostic tools proposed in this article will serve as a foundation for continuing research in the field of assessment and development of soft skills in the educational environment. Keywords: soft skills, university students, diagnostic tools, methodology, critical thinking, creativity, teamwork, emotional intelligence

PurposeThis study aims to investigate the impact of traditional teaching and active learning methods in lean management (LM) on the development of both soft and hard skills.Design/methodology/approachThrough a longitudinal study, team members from two different organisations (the administrative sector of a public higher education institution and a public teaching hospital), each adopting different teaching methods to support their LM trainings, were systematically examined at four moments during an 18-month period. How teaching methods impacted team members’ development and knowledge was then assessed using multivariate data analysis techniques.FindingsResults indicated that LM trainings can provide significant impacts when a combination of traditional teaching methods and active learning is adopted. Traditional teaching methods can be a good choice for learning hard skills depending on resources’ availability. However, it is recommended to include active learning methods to assist in the comprehension of more complex and abstract LM concepts (soft skills).Originality/valueAlthough there exists a large number of publications on the relationship between LM implementation and teaching methods, the number of studies that consider the development of both hard and soft skills is rather limited. This study complements the existing literature on LM by identifying which teaching methods can support the development of hard skills and which the development of soft skills. Such identification facilitates the work of both scholars wishing either to begin or to dig deeper into this sphere and practitioners pursuing the best outcomes from LM.

The study analyses the effects of the technological and digital learning resources (DLRs) on the development of students' soft skills (SSk) in remote learning, mediated by the perceived efficacy of students in this modality of education. The study employed a survey research method, and the data were collected through a self‐administered questionnaire. Participants included 637 students experiencing remote learning during the second COVID‐19 lockdown in the north of Portugal (between 1 and 15 March 2021). The structural equation modelling analysis technique tested the hypothesized model. The study showed that technological and DLRs were strongly interconnected. The results supported our hypotheses, evidencing that, in remote learning, the adequacy of DLRs had a direct effect on the development of SSk, presenting the efficacy perceived by the students as a mediator of this relationship. The study demonstrated that, with the experience of remote learning, students perceived the development of their SSk, which is consistent with the literature review we carried out. Implications of these findings are discussed, considering the literature on technology‐mediated learning and the development of human resources SSk in the context of the digital transition.

The development of Soft Skills in training is an urgent necessity in order to survive under any circumstances. This article aims to explore the process of developing central Soft Skills with the help of artificial intelligence technology. (AI). (AI). This AI help will help teachers and teachers as it can provide maximum guidance to teachers in training facilities that have limited access to information. The results of this study are based on a qualitative approach with a case study approach. The data was obtained through interviews with the centers or teachers involved in the development of these Soft Skills. Data is analyzed through three steps: condensation and display verification. The results of this study show that the use of artificial intelligence (AI) technology has a significant impact on the development of central Soft Skills in training. Implementation of Soft Skills development through artificial intelligence (AI) technology starts with (1) personalized learning, (2) interactive and impressive learning, (3) automated and real-time feedback, (4) collaborative learning, and (5) evaluation and assistance. The integration of artificial intelligence (AI) technology into the learning process will help centers to sharpen practical skills such as communication, leadership, and collaboration in an environment that supports experimentation without great risk. The main challenge faced by trainers in developing Soft Skills through training technology is the old values adopted by the trainers. But all that can be overcome with the maturity of the resources of the trainees.

Background: The rapid development of digital technology has intensified the need for mastering both soft and hard skills to improve individual competitiveness in today’s workforce. Both skill sets play a critical role in determining individual performance and job readiness. Objective: This study aims to systematically review the impact of soft skill and hard skill development on performance in the digital era. Methods: A systematic review was conducted using relevant keywords to search online scientific databases for articles published between 2020 and 2025. After applying inclusion and exclusion criteria, 9 studies were selected from an initial pool of 129 publications. Results: The analysis revealed that the development of soft skills such as self-awareness, empathy, and relationship management, along with hard skills such as technical proficiency, significantly influences employee performance, student job readiness, and the formation of self-efficacy. Conclusion: A balanced development of both soft and hard skills is essential for individual success in both academic and professional settings. In the digital era, these competencies are vital for adaptability and continuous learning. Suggestion: Integration into educational curriculum, collaboration between academia and industry, enhancing hr roles in the workplace, development of interactive digital modules. Keywords: soft skill, hard skill, performance, digital era

<p>Ethnoscience is a learning approach that pays attention to and utilises local knowledge and community culture in the context of science. Learning media has a significant influence on various aspects of student academic achievement. More than just a tool or material, learning media is an element that can influence students' motivation and willingness to learn. One technology that can be used as a learning medium is Android. The type of research conducted is research and development. The product developed in this development research is the development of interactive learning media based on Android integrated with ethnoscience to develop students' soft skills and scientific literacy in junior high school science learning. Development by Lee & Owens (2004) is an analysis consisting of needs analysis and initial and final analysis, design, development, implementation and evaluation. The assessment of material experts obtained a total score of 63 with an average of 3.71 and obtained a percentage of eligibility of 92.64% in the "Very Good" category. From the validation data by media experts, a total score of 60 was obtained with an average of 3.75 and obtained a percentage of 93.75% in the "Very Good" category. Based on the assessment results and teacher responses, the score obtained from the teacher was 46, with an average score of 3.83 and a feasibility percentage of 95.83%; this indicates that the interactive learning media that has been created can be tested. Based on the results of the development of students' soft skills, the value of cooperation in groups was 91% in the "Very Good" category. In comparison, students' soft communication skills were 86.30% in the "Very Good" category, soft skills of responsibility were 90.60% in the "Very Good" category, the development of critical thinking and problem-solving soft skills was 83.20% in the "Very Good" category, and the development of soft skills of love for the homeland was 95.30% in the “very good” category.</p>

The aim of the research is to describe the soft skill development of students in learning mathematics. This research was conducted at MTsN 9 Jombang in the even semester of the 2022/2023 school year. Prospective subjects are students of class IXC, totaling 29 students. Next, one subject is selected who has the highest soft skills score to be analyzed in depth and comprehensively. The main instrument is the researcher himself and the supporting instruments include problem solving test sheets, observation guides and interview guides. Data collection techniques using problem-solving tests about Prism, observation and in-depth interviews. The credibility of the data in this study uses source triangulation. The technical stages of data analysis include data reduction, data presentation, and the last step is conclusion. The results showed that the development of verbal mathematical communication soft skills was in the high category, and the development of non-verbal mathematical communication soft skills was in the high category. Development of creative soft skills in the medium category. Development of critical thinking soft skills in the high category. Development of soft skills to solve problems in the high category. Development of stress management soft skills in the high category. Soft skills collaboration in the high category. Time management soft skills in the high category.

Introduction. Online learning and the impact of global crises, such as pandemics, political and economic instability, create a unique environment for the development of soft skills. However, the new reality also imposes difficulties associated with insufficient interactivity, a lack of emotional connection, adaptation challenges, decreased motivation, and limited opportunities for full interaction in the educational environment. Aim. To analyse students' self-assessment of soft skills in crisis conditions in Ukraine and explore prospects for their improvement in the context of emerging challenges. Materials and methods. The main research method is the analysis of theoretical studies by domestic and foreign experts, including sociological surveys. It also involves analysing sociological surveys and questionnaires on the significance and importance of soft skills in students’ future careers. Results. The following factors were identified: obstacles to the development of soft skills; the most important skills, according to respondents, for a successful career, communication, and self-realisation, as well as skills they would like to acquire; satisfaction with the educational process as a foundation for soft skills development; forms of university education and teaching methods that foster soft skills in students; qualities and roles of teachers that contribute to soft skills development; segments of education that most effectively enhance soft skills; and students’ activity priorities within informal and non-formal education. Conclusions. Online education and global crises act as catalysts for changes in the educational environment. The difficulties in developing soft skills among students are linked to a lack of communication, limited practical experience in real-world settings, increased stress and anxiety levels and decreased motivation in the learning process. Overcoming these challenges requires the improvement of training programs, the use of interactive tools by teachers, and their effective integration into online learning.

This research full paper investigates the development of soft skills of undergraduate students in a Computer Engineering program that uses problem-based learning (PBL) as its main learning approach. As the role of engineers have changed over the years, their need for a different set of skills has increased. Communication, leadership, creativity and management, known as soft skills, are increasingly needed in their positions. For that reason, undergraduate programs have been pushing to add the development of soft skills in their curriculum. One way to accomplish that change is using active learning approaches. Such approaches usually lead to more student participation in the learning process and, consequently, the development of particular soft skills. This research investigates the use of the active learning approach of Problem-Based Learning (PBL) to enable the development of soft skills of Computer Engineering undergraduate students. Students’ skills were assessed through a Likert Scale questionnaire, investigating eight skill categories: Self-Management, Management, Interpersonal skills, Communication, Leadership, Decision Making and Problem Solving, Organization, and Analysis and Creativity. Results show that the students’ perceptions of their own skills drop during the course of their studies, but rise when they get closer to their graduation.

The 4IR has brought about progress that has had a major impact on industries and educational institutions worldwide. The HE sector in SA has to deal with many challenges to adapt to 4IR and also to ensure that students master the necessary soft skills required for success in an increasingly digital and automated world. This SLR examined the impact of the 4IR on developing soft skills among students in HEIs in SA. A comprehensive search of articles and literature published between 2019 and 2024 was conducted and was conducted across multiple databases. The literature review confirmed how integrating advanced digital technologies into higher education has impacted the development of soft skills such as critical thinking, adaptability, communication, and problem-solving. The findings confirmed that despite the many benefits of 4IR, HEIs still face significant challenges, including inadequate technological infrastructure, limited digital literacy, and a lack of strategic approaches to incorporate soft skills into traditional curricula. The study concluded that successfully addressing the challenges of 4IR requires much more investment in technology and the implementation of innovative pedagogical practices and curriculum reforms that emphasize holistic skill development. Therefore, based on these insights, recommendations were made for educational leaders and industry stakeholders to develop comprehensive frameworks, including curriculum design, more collaboration between HEIs and industries, and greater emphasis on lifelong learning initiatives to impact the holistic development of students' soft skills. The gaps in existing research have been identified and focused on the challenges faced by South African HEIs. Challenges include increased investment in educational resources, curriculum development, and technology adoption to ensure the country remains competitive within the global 4IR context. These conclusions have laid a foundation for future research, particularly aimed at adapting strategies to improve soft skills development in HEIs in SA to prepare students for the future demands of the workforce.