Integration Of Soft Skills Research Articles

Cultivating soft skills in academy: Innovative approaches in education

In an increasingly dynamic labor market, soft skills help individuals adapt to new roles, technologies, and work environments. It is crucial for pre-service teachers to strengthen competencies that enable them to interact more effectively and resolve conflicts, not only on a personal level but also within the educational community. This study aims to identify the soft skills perceived by pre-service teachers in the National and Foreign Languages Pedagogy program at ULEAM, as well as to analyze the benefits of shifting the educational focus towards the development and application of soft skills. The research follows a Socio-Critical paradigm and uses a mixed-methods approach, combining both quantitative and qualitative research. The sample includes 148 students, both male and female, enrolled from the first to the ninth semester, as well as 6 school administrators and 5 high school teachers from private, public, and religious institutions. The instruments used were a soft skills questionnaire and in-depth interviews. The findings show that administrators and high school teachers find the integration of soft skills into the curriculum challenging, particularly when applying active methodologies with the use of technology. Pre-service teachers perceive intercultural competence, adaptability, and decision-making as the most developed skills. The study concludes that teachers recognize their essential role in developing soft skills but require more institutional support, resources, and practical training to enhance their integration.

Business Studies in Secondary Schools: Exploring the Teaching and Learning Strategies in Oyo State, Nigeria

The aim of this research was to investigate the teaching methods used by teachers to effectively teach business principles to high school students in the Oke-ogun region of Oyo State, Nigeria. The study includes all the teachers and students in the secondary schools of Oyo State, Nigeria. According to the Post Primary School Management Board (PPSMB), there are 342 secondary schools in Oyo State for the 2023/2024 academic session. The research was conducted in the Oke-ogun region of Oyo State, Nigeria, which comprises 10 local government areas. The researchers purposefully chose 2 pilot schools from each local government, making a total of 20 secondary schools. The JSS 3 students were the target respondents. The study used a well-structured questionnaire and a simple random sampling technique to draw a sample size of 400 (20 students per school). The data collection instrument used was the “Business Studies in Secondary Schools: Exploring the Teaching and Learning Strategies in Oyo State, Nigeria Questionnaire.” The research questions were analyzed using Mean and Standard Deviation. It was found out in the study that the students had not been introduced to the innovative and effective methods mentioned in this research. The teachers were less familiar with strategies like experiential learning, financial literacy, cooperative learning, and integration of soft skills, as indicated in this study, and as a result, these strategies were not in use. Teachers of business studies in Oyo State secondary schools should be provided with more effective contemporary teaching strategies through regular conferences, workshops, seminars, lectures, and symposia, among others to ensure effective service delivery

Faculty Perspectives on the Integration of Soft Skills in the Moroccan Higher Education Curriculum

Faculty Perspectives on the Integration of Soft Skills in the Moroccan Higher Education Curriculum

SOFT SKILLS: МЕТОДОЛОГІЯ ФОРМУВАННЯ КОМУНІКАТИВНОЇКОМПЕТЕНТНОСТІ В НАВЧАННІ ІНОЗЕМНИМ МОВАМСТУДЕНТІВ-ФІЛОЛОГІВ

Soft skills, also known as interpersonal skills, are a set of personal characteristics and skills that allow individuals to interact effectively and harmoniously with others. In the context of language education, soft skills play an important role in promoting the development of communicative competence among students majoring in philology. This article examines the methodology of integrating soft skills into language teaching and their importance in shaping the success of philology students in learning communicative skills and language proficiency. Soft skills cover a wide range of characteristics, including communication, teamwork, adaptability, empathy and cultural awareness. These skills are essential in language learning because they allow students to interact with the language and its cultural context. The integration of soft skills in language education is integral to the formation of a comprehensive educational experience and the improvement of students' success. Communication skills, cooperation and teamwork, adaptability and flexibility, empathy and cultural awareness, as well as leadership and initiative are important soft skills that contribute to students' language and intercultural competence. By prioritizing the development of soft skills alongside linguistic competence, educators can help students become effective communicators, culturally sensitive individuals, and learning participants in a multilingual and multicultural world. Experiential learning methods, such as study abroad programs and language exchanges, immerse students in authentic linguistic and cultural contexts. Learning occurs through social interaction and collaboration, which makes experiential learning an effective method of developing communication skills and cultural awareness. The integration of soft skills in language teaching is important for the formation of communicative competence among philology students. By including interactive educational activities, authentic materials, and feedback mechanisms, teachers can help students become effective interlocutors.

The Integration of Soft Skills in Civil Engineering: Enhancing Professional Competence and Project Success

In the realm of civil engineering, the mastery of technical knowledge and skills is indispensable for the successful execution of projects. However, the significance of soft skills, including communication, teamwork, leadership, and problem-solving, is increasingly recognized as crucial for the holistic development of civil engineers. This paper explores the importance of integrating soft skills into the civil engineering curriculum and professional practice. It discusses the impact of these skills on project outcomes, team dynamics, and career progression, emphasizing the need for a balanced skill set in contemporary civil engineering. Key Words: Interdisciplinary Collaboration, Soft Skills, Technical Competence, Professional Development

The future of work: a symbiotic balance of technology and interpersonal skills

PurposeThe article explores the evolving nature of the workplace, emphasising the importance of soft skills alongside technological proficiency for organisational success and employee retention.Design/methodology/approachA qualitative approach to examine the role of soft skills in the contemporary workplace, drawing insights from the ADP People at Work 2023 report and expert opinion to highlight the significance of interpersonal competencies in driving collaboration, innovation and employee loyalty.FindingsThe findings underscore the pivotal role of soft skills in fostering cohesive work environments, enhancing employee engagement and mitigating turnover rates. It emphasises the need for organisations to prioritise the development of soft skills through recruitment, training and performance management initiatives to achieve sustained success in a dynamic business landscape.Originality/valueThe article contributes to the existing literature by synthesising insights from various sources to advocate for the integration of soft skills into organisational practices. It highlights the strategic imperative for HR leaders to embed soft skills into recruitment processes, training initiatives and performance management practices to nurture a culture of resilience, innovation and collective success in the modern workplace.

Integration of soft skills into the program of maritime English

The shipping industry is regulated by international laws with the stakeholders significantly influencing the standards of international transport systems and, therefore, demands highly qualified specialists. The introduction of digital technologies, automatization of working processes, and globalization of international maritime trade create new challenges and increase the requirements for the mariners’ professional competences, thus impacting the training of future specialists. The latest studies on the current trends and the long-term prospects indicate the need to acquire new professional skills to support the shipping industry’s sustainable development. The stakeholders are increasingly recognizing the influence of human factors on the efficiency of the processes aboard ships and emphasize the urgent need for an overhaul of maritime education. The focus on the soft skills training aims to contribute to the formation of future leaders and improve the quality of seafarers’ professional training. Thus, there is a need to substantiate the importance of soft skills for a successful career in the maritime industry and to describe the methods to integrate them into the educational process. The authors acknowledge that the concept of “soft skills” proposed by national and foreign researchers varies in their characteristics. Based on the analysis of scholarly papers, we have formulated the “soft skills” definition appropriate for our research. We define “soft skills” as individual psychological and behavioral properties that are realized in interpersonal interaction and contribute significantly to its effectiveness.The purpose of the article is to present some approaches to integrating soft skills into Maritime English program at a higher educational institution.To determine the primary directions of soft skills development, the authors have analyzed the latest international projects, conducted by maritime experts. We consider the integration of soft skills into the Maritime English course to be one of the most suitable approaches since the teaching methods and the course learning materials are aimed specifically at the development of effective interpersonal communication skills.The information presented in the paper can be useful for researchers and educators, who are interested in soft skills embedding into educational programs.

The Integration of Soft Skills in Language Learning Classroom: The Perspective of Thai ELT Teachers at A University of Technology

Upon graduating, students are expected to have acquired soft skills to meet potential employers’ expectations. Since employers today are competing for qualified graduates possessing relevant training and workplace competencies, ELT teachers should guide their learners towards obtaining both a comprehensive understanding of theoretical concepts and a range of interpersonal abilities. This study examined whether Thai teachers incorporate these soft skills in the classroom, which soft skill elements are prioritized and taught, and how the teachers implemented these elements in their EFL classrooms. Twenty ELT teachers from Rajamangala University of Technology in Thailand participated in an online survey and semi-structured interviews. Data was collected using a 4-point Likert-scale questionnaire, which revealed that the teachers reported that they integrated soft skills into the classroom, primarily in the domains of learning skills, literacy skills, and life skills. The three soft skills reported to be most utilized were communication skills, technology literacy, and collaboration and teamwork, which are all essential for improving English language proficiency. The findings suggest that ELT teachers identify and facilitate the acquisition of weaker supplementary skills, such as leadership, to equip students with the necessary skills to succeed.

Development of Soft Skills in Teaching English to Agriculture Students

This study investigates the integration of soft skills within English learning experiences for English for Business Class participants, focusing on their relevance to future careers in agriculture. A narrative research design was employed in the study to delve into participants' English learning journeys and identify the most pertinent soft skills cultivated through learning activities. Semi-structured interviews are the primary data collection technique, allowing in-depth exploration of participants' experiences. Language appraisal and emotional geography analyses dissect the narratives and discern the most relevant soft skills for agricultural graduates. The analysis reveals many soft skills, including communication, problem-solving, decision-making, digital literacy, leadership, teamwork, critical and creative thinking, presentation skills, and reflection, all essential for navigating the complexities of agricultural work environments. These findings underscore the importance of integrating soft skills into English language learning curricula, particularly for students pursuing careers in agriculture. The study has implications for updating learning methodologies, refining teaching materials, and designing English learning activities tailored to the specific needs of agricultural professionals

Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

The development of soft skills in pre-service teachers helps to improve the quality of teaching, create a positive classroom environment and ensure an individualized approach to learning. The integration of soft skills, in particular flexibility and adaptability to change, helps teachers to respond effectively to new teaching methods, technological innovations and the requirements of the modern educational environment. The authors of this article aimed to investigate the possibilities of developing soft skills within the educational components of the training programme for pre-service mathematics and physics teachers. The methodological basis of the study was the analysis of scientific literature, synthesis, formalization of scientific sources, description, comparison, and theoretical generalization of own pedagogical experience of teaching the course “Olympiad Mathematics”. The results of the study reveal some ways of developing soft skills of future masters of secondary education of Sumy State Pedagogical University named after A.S. Makarenko in the process of studying the course “Olympiad Mathematics”. At the same time, among the various topics of the course, the topic “Proof of Inequalities” was singled out. The peculiarities of applying the following methods and techniques to the proof of inequalities in the context of development of soft skills are revealed: the method of strengthening (weakening) of inequality, the method of mathematical induction, the Malikov's method, the method of transforming the common term in sums and its evaluation, the method of evaluating the terms of the product and introducing an additional factor, the method of applying the properties of functions to the proof of inequalities, the method of using the properties of the definite integral of a certain function on a segment. It has been found that the most common methods of proving inequalities have wide possibilities in the context of development of soft skills. Each of the methods of proving inequalities discussed in the article is illustrated by relevant examples with detailed explanations. It is proved that this topic opens up wide opportunities for the acquisition and development of a number of soft skills. The research allows identifying specific ways to improve soft skills in pre-service mathematics and physics teachers, which are practically significant for further development of these professions when studying specific topics of the “Olympiad Mathematics” course: using group work formats during seminars, problem-based learning in mathematics, applying digital technologies in the study of Olympiad Mathematics, self-analysis and reflection, using mentoring support technology, public speaking during seminars with presentations of own solutions

Virtual Reality-Based Learning Environments for Enhancing Interpersonal Communication and Decision Making in Crisis Management Training

Objective: This research explores the potential of Virtual Reality (VR) in crisis management training, with a particular focus on improving soft skills such as communication, empathy, and decision-making. Research Design & Methods: This research utilizes a systematic literature review of studies examining VR-based crisis management training. Key findings from empirical studies were analyzed to understand the role of VR in simulating realistic crisis scenarios and its impact on technical and soft skills development. Findings: VR-based training shows significant potential in improving soft skills, including communication, teamwork, and decision-making under pressure. Programs such as PANDORA and JUST VR show effective results when soft skills are intentionally integrated into training modules. However, accessibility and cost barriers remain significant, and many existing programs focus more on technical skills, often neglecting the soft skills component. Implications & Recommendations: To maximize the potential of VR in crisis management training, integration of soft skills should be a priority throughout the program, with collaboration between technology developers, educators, and practitioners. Further research needs to explore innovative, affordable VR training models and measure their impact on real-world crisis performance. Contribution & Value Added: This research expands knowledge about the role of VR in crisis management education, emphasizing opportunities and challenges in integrating soft skills. The results offer a roadmap for developing more comprehensive and accessible crisis training programs, to produce professionals capable of dealing with complex and stressful situations.

The integration of Soft Skills in Higher Education: Investigating the Perception of 40 Moroccan Employees

This article sets out to explore the prospects of integrating soft skills in Moroccan higher education, with particular emphasis on Mohammed I University. Once Morocco expressed its desire to adopt a soft-skill-based system in 2021, scholars have underscored the benefits of equipping university students with the necessary skills for their employability. This study is part of this growing attention to the Moroccan experience. Building on the perceptions of twenty English language teachers and twenty public sector employees who graduated from Mohammed I university, it investigates the following queries: Do soft skills play a key role in the professional life of those university graduates? Which soft skills should be more emphasized in higher education? And how can they be integrated in the university curriculum? Results suggest that while the two groups of participants had different views about which soft skills to be more emphasized, both agree that extra-curricular activities and ongoing professor training are key to their integration in higher education provided that due attention is given to social interaction. This study can bring new insights into the real needs of the Moroccan job market. L’integrazione di soft skills nell’Istruzione Superiore: investigare la percezione di 40 lavoratori marocchini. Questo articolo si propone di esplorare le prospettive di integrazione delle soft skills nell‘istruzione superiore marocchina, con un focus sull‘Università Mohammed I. Dopo che il Marocco ha espresso il desiderio di adottare un sistema basato sulle soft skills nel 2021, studiosi hanno sottolineando i vantaggi di dotare gli studenti universitari delle competenze necessarie per la loro occupabilità. Il presente studio si inserisce in questa crescente attenzione all’esperienza marocchina. Basato sulle percezioni di 20 insegnanti di lingua inglese e 20 impiegati del settore pubblico laureati all’Università Mohammed I, indaga le seguenti domande: Le soft skills giocano un ruolo fondamentale nella vita professionale di questi laureati? Quali soft skills dovrebbero essere maggiormente enfatizzate nell‘istruzione superiore? E come possono essere integrate nel curriculum universitario? I risultati suggeriscono che, sebbene i due gruppi di partecipanti abbiano opinioni diverse su quali soft skills dovrebbero essere maggiormente enfatizzate, entrambi concordano sul fatto che le attività extra-curriculari e la formazione continua per i professori sono fondamentali per la loro integrazione nell’istruzione superiore, a condizione che si presti la dovuta attenzione all‘interazione sociale. Questo studio può portare nuovi spunti di riflessione sulle reali esigenze dei docenti.

Integration of Soft Skills in Nursing Clinical Evaluation: A Narrative Analysis

Introduction: Integration of soft skills components in clinical evaluation is essential for undergraduate nursing students. However, soft skills are a prerequisite for increasing confidence in providing services to patients. As future health professionals, these students must develop a complete set of competencies that go beyond technical competence. This paper is a report of a review conducted to identify, critically analyse and synthesize the integration of soft skills components in clinical evaluation for undergraduate nursing studentsMethods: A comprehensive literature search was carried out using databases EBSCO, ProQuest Dissertation and Theses, ProQuest Nursing Journal. An inclusion and exclusion criterion were identified. A narrative review of evidence- and non-evidence-based papers was conducted, using a relevant methodological framework with additional scrutiny of secondary data sources in the latter.Results: A total of 787 papers were identified, with 43 fully sourced and 17 included in the final review. There are three themes, which also provide a comprehensive understanding of the definition of soft skills component, the importance of soft skills among nursing students, and the outcomes and implications of soft skills in clinical assessment. Conclusion: Soft skills need to be incorporated into the nursing curriculum. The integration of soft skills elements in clinical skills assessment can improve the quality of nursing graduates and improve the quality of care and safety for patients.

Unlocking the Healing Potential: Exploring the Imperative of Soft Skills in Physiotherapy Practice

Physiotherapy, as a vital pillar of healthcare, has evolved significantly, necessitating a broader skill set for its practitioners. In the present-day healthcare, patient-centred care is paramount, elevating soft skills to an indispensable dexterity for physiotherapy professionals. This research paper presents an analysis of primary data, shedding light on the importance of soft skills in the context of physiotherapy practice and academics. It focuses on how soft skills enhance patient outcomes, facilitate effective communication, and nurture therapeutic relationships. Soft skills encompass a spectrum of interpersonal and communication competencies, including empathy, active listening, and proficient communication, which are pivotal in establishing trust and rapport with patients. This paper explores how these skills contribute to heightened patient compliance, engagement and satisfaction. Through an analysis of primary data, this paper assesses the status of soft skills integration in physiotherapy education and practice. It identifies existing gaps and needs in the cultivation and assessment of soft skills among physiotherapy students and practitioners. Additionally, the paper provides recommendations for curriculum refinement and professional development programs to bridge these gaps based on the insights gained from the primary data. This research paper delves into the impact of soft skills on patient outcomes, drawing on empirical evidence from primary research. It explores the role of empathetic communication in pain mitigation, patient adherence to treatment regimens, and the overall quality of care delivered by physiotherapy practitioners. The primary data analysis reinforces the practical significance of integrating soft skills into clinical practice. In conclusion, this research paper highlights the evolving role of physiotherapy practitioners as patient-centred caregivers and advocates for the integration of soft skills in physiotherapy education and practice. It emphasizes the value of cultivating a comprehensive skill set that combines clinical expertise with robust interpersonal abilities to optimize patient care and overall well-being. As healthcare dynamics evolve, primary data analysis reaffirms the necessity of nurturing soft skills among physiotherapy professionals to meet the evolving needs and expectations of patients in the 21st century.

The Relationship Integration of Soft Skills in Clinical Skills Courses and The Learning Outcomes of Undergraduate Midwifery Students

Mastery of skills at the undergraduate level is important, because it will provide provisions for students in forming the basis of professional behavior in providing effective and comprehensive Midwifery Care for pregnant, maternity and postpartum women. Learning methods in tertiary institutions use adult learning methods (adult learning). This method has a different approach, scope, goals and strategies from education in secondary schools. Studying in tertiary institutions, especially medical and health sciences, emphasizes continuous and lifelong education. This study uses a comparative study. Bivariate analysis in the form of categorical correlative using t-test, The research population was all students of the Bachelor of Midwifery Study Program, Faculty of Medicine, Andalas University, semester III. The sample is part or representative of the population studied. Based on the statistical approach, the sample size is determined by the statistical model that will be used to test the hypothesis. In this study the statistical test that will be used is the t-test for paired data. How to take samples using total sampling. Control group students were equipped with clinical skills with knowledge, general skills and special skills. After debriefing and evaluating, the results obtained were 43.5% of students had a score range between 70-74. Attitudes (soft skill roles) that are applied to these clinical skills include intrapersonal soft skills and interpersonal soft skills. Learning outcomes for psychomotor elements with the integration of soft skills, the distribution of final grades is better

Integration of Soft Skills in Student Center Learning Methods and Student Assessment in Block 2C. Adolescent Health and Preconception

Demand for the world of work against the criteria of candidates deemed higher. The world of work is not only a priority on academic skills (hard skills) high, but also pay attention to skills in terms of the values inherent in a person or commonly known as soft skills aspect. This capability can be referred to as non technical capabilities certainly have a role no less important than the ability academic. Soft skills taught directly by the weight of credits to student. but soft skills can be implemented in the learning process through the design system learning model based on pattern SCL / active learning.Integration of soft skills in learning are expected to improve the results of student learning outcomes. To achieve this integration softskills done in any learning method implemented in block 2C (adolescent health and preconception). Assessment MCQ only assess cognitive not show an increase in the 2 groups were assessed. But with intergasi soft skills, show a significant improvement in the results of the results of tutorial and lab skills.It can be concluded that it is important to implement the integration of soft skills in learning

The Integration of Soft Skills in Professional Education: Exploring the Importance of Communication, Teamwork, and Interpersonal Skills in Professional Training and the Methods Used to Incorporate them into Educational Programs

The integration of soft skills, encompassing communication, teamwork, and adaptability, is of paramount importance in modern professional education. This study explores the significance of these skills and the methods used to incorporate them into educational programs. Through a mixed-methods approach, including surveys and interviews, we assess perceptions, examine correlations with job performance, and identify the most emphasized soft skills. Our findings highlight a consensus among stakeholders on the importance of soft skills, positive correlations with job performance, and an emphasis on specific skills in educational programs. Recommendations include faculty development, curriculum enhancement, resource allocation, cultural change, continuous assessment, and cross-functional collaboration. These insights inform the ongoing discourse on the integration of soft skills in professional education, offering actionable strategies for better preparing individuals for success in the contemporary workforce

Requirements of Process-Oriented Integration of Soft Skills in Dentistry Basic Science Courses: A Qualitative Study.

University training for committed and specialized human resources is not provided only through specialized skills training; graduates in any field need high quality soft skills for fulfilling the requirements of the community, so the proper integration of such skills into the curriculum of that profession is essential. Given the significance of soft skills in the success and quality of dentistry and lack of attention to soft skills training in basic sciences courses, the present study aimed to identify the requirements of the process-oriented integration of soft skills training in basic sciences courses of dentistry. The present qualitative study employed a semi-structured interviewing technique for data collection. The research population consisted of 39 basic sciences faculty members at Isfahan and Mazandaran Universities of Medical Sciences and education experts selected by a purposive sampling technique. The content analysis method was used to analyze the data. For the process-oriented integration of soft skills in basic sciences courses, the current study identified four central requirements: providing background conditions (provision of socio-cultural contexts in society; development of educational and evaluation platforms in pre-university courses), providing professionalism (development of professionalism in the doctoral course of basic medical sciences; improvement in the model of faculty members), providing conditions for changing the curriculum (modification of curriculum and objectives in the basic sciences courses in dentistry; development of the attitude and knowledge of basic science faculty members towards soft skills training), and providing conditions for university pedagogy (provision of interactive and communication conditions; benefitting from diverse and appropriate learning activities; development of faculty members' pedagogical abilities). Medical sciences curriculum planners can integrate the soft skills of dentistry in the basic science courses of the field by providing the conditions for the identified requirements.

An Initial Assessment of Soft Skills Integration in Emergency Remote Learning During the COVID-19 Pandemic: A Learners’ Perspective

Faculty members’ soft skills are vital for developing students’ knowledge, understanding, values, and skills. How teachers integrate soft skills with the subject matter influences how their students acquire the skills they need in their academic life and beyond. Soft skills are a key factor for students’ success—not just in their academic work, but also in their careers. These skills are also highly sought by employers when recruiting new graduates. The main purpose of this study was to determine students’ perceptions of soft skills integration in emergency remote learning (ERL) during the COVID-19 pandemic. A self-constructed questionnaire distributed through Google forms was used for data collection. Forty-three Bachelor of Science in Business Administration (BSBA) first-year students from Southern Luzon State University (Philippines) participated in the study. It was found that most BSBA first-year students perceived that soft skills were moderately integrated during ERL. There was a mean of 3.16 for personal skills, 3.02 for character-building skills, and 2.95 for organisational skills. It was also found that there was no significant difference in students’ perception of the integration of soft skills in emergency remote learning when the students were grouped according to gender and learning modalities. This paper suggests that further study should be conducted with a wider scope.

Integration of soft skills in the Universities of Morocco : Focus on intercultural pedagogy

Integration of soft skills in the Universities of Morocco : Focus on intercultural pedagogy