Teaching Strategies to Promote Active, Student-Centered Methods to Develop Soft Skills of Students in Higher Education

Abstract

The soft skills in higher education (HE) and its link to employability in different countries is a topic of growing importance in the context of the evolving labor market and the increasing emphasis on holistic skill development. As the demands of the global workforce continue to shift, the significance of soft skills, such as communication, teamwork, and adaptability, has become more pronounced, with a notable impact on graduate employability (Singh & Jayakumar, 2019). However, unlike academic or disciplinary knowledge, these skills are not subject-based, content-specific, or formally examined. In this context, the cross-country perception of teachers regarding soft skills in HE and its link to employability in Greece, France, Romania, and Spain presents a compelling area of study, offering valuable insights into the evolving role of HEIs in equipping graduates with the necessary competencies to thrive in a dynamic global economy. Which is the perception of soft skills among academic teachers? Do they develop these skills at their courses?  In what way soft skills influence graduates’ employability? This paper explores the ideas provided by nineteen lecturers from four European universities who participated in a focus group to investigate how they develop and strengthen transversal competences and share their experiences during university courses. The participants underlined the significance of a set of competencies that includes problem-solving skills, teamwork, creativity, critical thinking, and communication in higher education institutions. However, teachers emphasize the difficulties to link university knowledge (theory) and professional life (practice) and to make bridges between education system (university courses) and skills needed for the better employability. Moreover, they deplore students’ difficulties to mobilize skills acquired in the university outside the university.