Formation of soft skills among students of higher educational institutions

Pluzhnirova, Elena A.; Zhivoglyad, Marina V.; Kulagina, Julia A.; Morozova, Irina A.; Titova, Nataliia V.

doi:10.46502/issn.1856-7576/2021.15.01.10

Cited by 8 publications

(9 citation statements)

References 12 publications

(8 reference statements)

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“…Hard skills, on the other hand," are more technical and specific and enable people to perform their function from a mechanical point of view" [2]. Pluzhnirova [33] distinguished between soft skills and hard skills in that soft skills are culture and general profession competencies while hard skills are professional competencies. Soft skills involve emotional intelligence while hard skills involve logical intelligence.…”

Section: Sustainable Education and Soft Skills Developmentmentioning

confidence: 99%

“…Whereas soft skills are developed through process and experience, hard skills are developed through formal education. Pluzhnirova [33] also added that the achievement of hard skills will lead to formal certification, but there is no formal certification given for the attainment of soft skills. This last point is debatable as recently there are a big number of institutions and colleges that provide formal training for soft skills and provide certification for completing the course.…”

Section: Sustainable Education and Soft Skills Developmentmentioning

confidence: 99%

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ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

AlAfnan,

Dishari

2024

EduLearn

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Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

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Section: Sustainable Education and Soft Skills Developmentmentioning

confidence: 99%

Section: Sustainable Education and Soft Skills Developmentmentioning

confidence: 99%

ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

AlAfnan,

Dishari

2024

EduLearn

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“…Considerada dentro de las estrategias más recientes y novedosas está el hackathon para el que, desde la perspectiva de los estudiantes, Pluzhnirova et al (2021) reportan algunos de sus beneficios como son el desarrollo de la autosuficiencia, la oportunidad de encontrar un empleador potencial, la capacidad de trabajar en equipo, la realización de una variedad de tareas y la creación de un ambiente de creatividad; todo ello producto de que los participantes realizan actividades para lograr un resultado común, aprenden a comunicarse, superan conflictos y ofrecen varias opciones para la solución de los problemas que se presentan (Vaganova et al, 2020).…”

Section: Figuraunclassified

Estrategias para el Desarrollo de Competencias Socioemocionales en la Sociedad 5.0

Román Julián,

Román Fuentes,

Franco Gurría

2023

Ciencia Latina

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El equilibrio en el desarrollo de competencias técnicas y socioemocionales en los estudiantes plantea desafíos que las universidades deben atender, no solo para responder a demandas de empleadores sino para asegurar la formación integral que supone la sociedad 5.0; problemática ante la cual se busca describir la percepción que los universitarios tienen respecto al dominio de estas últimas, como diagnóstico para diseñar estrategias que las impulsen; para ello, desde un enfoque cuantitativo, con alcance descriptivo y empleando la encuesta como técnica de recolección de datos, se aplicó un cuestionario en la Facultad de Contaduría y Administración de la Universidad Autónoma de Chiapas, a una muestra de 443 estudiantes de las licenciaturas en Administración, Contaduría, Gestión Turística, Sistemas Computacionales e Ingeniería en Desarrollo y Tecnologías de Software; obteniendo como resultado una apreciación de alto dominio de las competencias analizadas, con mayor énfasis en la resolución de problemas y la identificación de áreas de mejora en lo relativo a creatividad e innovación, adaptabilidad y flexibilidad y autoevaluación. Para desarrollarlas, la literatura reporta estrategias como: proyectos, análisis de casos, experiencias de trabajo, hackaton, meetup, mentoring, simulaciones, aprendizaje emprendedor, aprendizaje experiencial, proyectos comunitarios y juegos en línea, que pueden enriquecer los procesos educativos.

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“…Sementara itu, keunggulan kompetitif tidak hanya dibangun dari kemampuan hard skill. Hal ini diungkapkan (Eva & Afroze, 2021;Pluzhnirova et al, 2021) yang menggarisbawahi bahwa kemampuan soft skill tidak kalah penting. Bahkan penelitian yang dilakukan oleh (Chin, 2021) mengungkapkan bahwa justru soft skill memberikan peranan lebih penting untuk dalam peningkatan kompetensi.…”

Section: Pendahuluanunclassified

Pelatihan Kerja, Soft Skill dan Hard Skill Mendorong Peningkatan Kinerja Karyawan

Astutik

Sulhan

2022

JMK

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This study aims to measure the extent to which employee competencies represented by training, soft skills and hard skills affect employee performance. This study also describes the new findings as a development of previous research. The method used is descriptive quantitative with a total of 100 respondents from CV. Sentosa’s employees. The independent variable (X) in this study is Training, Soft Skill, and Hard Skill. Meanwhile, the dependent variable (Y) in this study is Employee Performance. The results showed that The X’s variables had a significant positive effect on employee performance. The results of the partial test of this study indicate that the ability of hard skills has less effect on increasing employee performance. This study also shows an R2 value of 0.682 which means that this model is able to provide an explanation of various variations of the dependent variable by 68%.

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Formation of soft skills among students of higher educational institutions

Cited by 8 publications

References 12 publications

ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

Estrategias para el Desarrollo de Competencias Socioemocionales en la Sociedad 5.0

Pelatihan Kerja, Soft Skill dan Hard Skill Mendorong Peningkatan Kinerja Karyawan

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