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Gender disparities affect employment, education, social interactions, and managerial roles. Therefore, this study aimed to conduct a complex analysis of differences based on representation in managerial positions, wage levels, educational opportunities, and soft skills. The analysis combines both qualitative and quantitative data. Quantitative data were collected from 2009 to 2022 from the Bureau of National Statistics of the Republic of Kazakhstan, the National Bank, and the World Bank. Qualitative data were obtained through surveys of 652 respondents filtered based on their correct understanding of the soft skills concept. Further, the Index for Stereotypes in Women’s Employment (ISWE) was developed by identifying key indicators and gathering relevant data, followed by assigning weight coefficients based on their significance and ultimately combining these weighted impacts to compute the total index. The most significant impact on gender disparities was shown by the assessment of soft skills, contributing 13.1115, highlighting the need for their recognition in the labor market. Educational opportunities had a significant impact, contributing 2.1945, emphasizing equal opportunities for women and men. Differences in wages contributed to 1.394, indicating the pay gap. The low representation of women in managerial positions in state financial institutions (including second-tier banks) contributed 0.685, while barriers for women in managerial positions in state holdings across various sectors contributed 1.485. The findings offer actionable insights for policymakers and stakeholders committed to promoting gender equity. AcknowledgmentsThis study has been funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan Grant No. BR18574240.

The authors consider the increasing unemployment rate for fresh graduates from business administration majors in developing countries, such as Oman. The abilities and skills students need to obtain employment after graduating from postsecondary education institutions are the subject of this study. The aim of this study was to identify the skills required by the Omani labor market as well as the employability skills gap among recent business administration graduates. The relevance of this study relies on proposing an evaluation model to assess the skills required by employers, specifically in the private sector, from fresh graduates of business schools. The authors adopted a quantitative research method to achieve the study’s objectives. The data were collected through a survey which was distributed to 101 fresh graduates from two higher education institutions. The findings reveal that soft skills, such as problem-solving, teamwork, dedication to work, a positive attitude, leadership, communication, critical thinking, negotiation, and pursuit of learning, are the most needed by graduates in all aspects. The study concluded that there is a demand for different types of soft and technical skills that are important for future jobs in the private sector. The study recommends more collaboration between universities and various stakeholders to review current academic programs and design more professional and vocational training programs. Furthermore, the study emphasizes the promotion of an entrepreneurial mindset to prepare graduates to develop creative business ideas and innovation to create their jobs.

Abstract There is common agreement that we are facing a great transition, which poses a challenge for the labour market, too. The expending literature on soft skills reflects the restructuring of the competition factors, and several papers discuss the future of the labour market: what new professions may emerge and what new skills these jobs demand. However, the attention on the expectations of the future generation of the labour market is more neglected, mainly in terms of what they perceive of companies’ expectations. The present research seeks information what soft skills university students think to possess and their views on companies' expectations for the future. In addition, we aimed at detecting the possible cultural differences between two similar countries. The study makes a comparative quantitative analysis of 931 Polish and Hungarian students by analysis of variance, logistic regression and cluster analysis with the PS Imago Pro and PAST programmes. The results reflect that students have a relevant perception of company needs; however, Polish and Hungarian future employees clearly differ in terms of both possession and expectations on soft skills. Additionally, these differences create patterns as well. Polish students are more team-related and prefer collaborative skills, while being more present-oriented. In terms of the future, the preferred skills rather help avoid uncertainties, and serve problem-solving, and hence, planning. Hungarian students highlight professional and individualistic skills to improve competitive abilities. They are more open to the future and recognise the importance of skills that help to unfold optional futures.

The aim of the article is to substantiate the essence and component structure of psychological maturity, and the set of soft skills as an integral part of an individual’s psychological maturity. For this research, the author employed general scientific theoretical research methods including analysis, synthesis, generalisation, induction, deduction, explanation, and classification. The author has found that a modern person should be able to question established opinions and judgments, engage in competent and rational dialogue, determine the essence of problems and seek alternative solutions, and always be able to distinguish verifiable facts from assumptions and personal subjective opinions. This, in turn, should be inherent in every mature personality, since all modern specialists are people with a wide range of knowledge and the ability to quickly adapt to new situations. As a result, they can effectively interact with colleagues and solve theoretical and practical problems. Today, the labour market requires their comprehensive development, so along with this, the ability to quickly respond to labour market demands, ensure continuous self-education, communication skills and a sense of responsibility for the results of their activities play an important role for each individual. In general, to succeed in the modern labour market, it is important to develop not only professional skills but also a wide range of so called soft skills. Only when these qualities are combined can future professionals be competitive and advance their professional careers. In order to carry out a comprehensive analysis and further practical application of the research results, the author analysed 76 scientific publications related to the subject of scientific research, namely psychological maturity and soft skills of a modern personality. It has been determined that the characteristics of psychological maturity can be interpreted as soft skills of a personality through the prism of the definition of “hard kills”, “soft skills” and “meta skills”, because they have a fundamental difference, but are interdependent. In general, the development of soft skills leads to an increase in self-awareness and self-understanding, the formation of clear life values and goals, an increase in the ability of self-regulation and adaptation, and a level of life satisfaction, and are important factors in a person’s overall mental well-being. Scientific research shows that psychological maturity, which describes a set of characteristics necessary for successful functioning in society, is closely related to soft skills, as the study of psychological maturity can help in better understanding and development of soft skills, which is extremely relevant today. Therefore, the purpose of this study is to theoretically analyse the available publications describing psychological maturity in order to identify the main (most frequently mentioned) characteristics of psychological maturity. To conduct this study, the author used general scientific theoretical methods of information research, namely analysis, synthesis, generalisation, induction, deduction, explanation and classification. The author determines that modern research and the experience of leaders in various fields of work indicate an increase in the role of soft skills in occupational programs and requirements for candidates for employment, which in turn leads to an improvement in positive emotional integrity in terms of increasing the team’s performance, the effectiveness of training and mutual development, a positive perception of any challenges and solving urgent problems of the enterprise, and the way to use one’s own creativity, flexibility, responsibility and independence. The results of the study suggest that further research will be aimed at studying methods and tools for developing soft skills of a psychologically mature personality, as well as at studying the impact of these qualities on various aspects of human life. The study is based on the analysis of scientific publications and requires further empirical confirmation.

The article identifies the educational potential of developing leadership soft skills, which significantly affect the professional qualities of a future specialist who will be in demand in the labour market. The emphasis is placed on the peculiarities of mastering leadership soft skills in domestic higher education institutions on the example of training teachers of the Defence of Ukraine. The specifics of legal regulation of the educational work organisation in the field of higher education in the relevant speciality are revealed. Based on the analysis of the educational and professional programmes of the specialty 014.16 Secondary Education (Defence of Ukraine), it is determined which competencies stated in it also involve the acquisition of leadership skills. It is found out which educational components have prospects for implementing a programme for mastering these skills, and the relevant topics are proposed. It is noted that the training of teachers of the subject ‘Defence of Ukraine’ is undergoing significant changes in accordance with social demands due to the emphasis on the pedagogical component, mastering the ability to work with different age groups and forming the leadership qualities of students. The purpose of the article is to determine the peculiarities of the formation of leadership soft skills in domestic higher education institutions on the example of training teachers of the Defence of Ukraine.

In the realms of operations management (OM) and supply chain management (SCM), the significance of the human factor (HF) is increasingly recognised as a pivotal determinant of corporate performance. This burgeoning interest aligns with the recognition that individual characteristics—spanning personality traits, attitudes, and soft skills—play a critical role in enhancing organisational outcomes. Despite growing scrutiny, the discourse is hampered by terminological ambiguity and the conflation of critical human-centric concepts within the OSCM context. Addressing this gap, our study embarks on a mission to dissect and delineate the nuanced distinctions among “soft skills”, “attitudes”, and “personality traits”. By proposing a clear and actionable taxonomy, this paper aims to facilitate the practical application and understanding of these terms within organisational settings. Leveraging the “Knowledge Development Process-Constructivist” (ProKnow-C), we conducted a systematic examination of the existing scientific literature to unearth and critically review pertinent bibliometric and content analyses. Our work not only illuminates the path for future research but also underscores the necessity of clarity and precision in the conceptualisation and application of human-factor considerations in OM and SCM.

Higher education institutions have been investing in teachers’ professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students’ personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students’ learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods study was conducted with 10 students in the Contemporary Social Work III course using the service-learning methodology. Students experienced between 15 and 30 h of service-learning, most of them for 7 weeks or more in an elder care institution, with varied activities such as social consulting and home visits. When we tried to understand the students’ perceived impact, we found higher mean scores in the post-test, with statistically significant differences on several dimensions, particularly self-confidence, problem solving, adaptability and flexibility, dealing with diversity and multiculturalism, understanding complex social issues, and a sense of purpose and life. These data are aligned with the qualitative analysis, which identified six themes such as the integration of practice and theory, development of skills, positive impact on academic training, valuing practical experience, reflective and meaningful learning, and support and guidance. The results highlight the value of pedagogical innovation for students’ skills, especially when it is aligned with the identity and mission of the institution and the values of the study program.

Abstract Aim Investigate the influence of organizational intelligence on the development of soft skills and the overall thriving of nurses at Alexandria Main University Hospital in Egypt. Design A cross-sectional descriptive design following STROBE guidelines examined the relationship between organizational intelligence, soft skills, and nurses’ thriving. Methods and tools Data were collected from 740 nurses working across critical care units using structured questionnaires. The questionnaires assessed organizational intelligence, soft skills, and thriving at work. Sociodemographic characteristics, including age, gender, education, and nursing experience, were also collected. Statistical analyses were used to analyze the data, including ANOVA, t-tests, Pearson correlation, and stepwise regression. Results The findings revealed nurses’ positive perceptions of organizational culture and documentation skills. However, areas such as measures and rewards and staff relations and communication indicated opportunities for improvement. Nurses reported high vitality levels but needed more learning opportunities at work. Significant correlations were found between demographic variables, organizational intelligence, soft skills, and thriving. Organizational intelligence demonstrated a robust positive relationship with both soft skills and thriving. Age, gender, education, and experience significantly influenced nurses’ soft skills and thriving. Conclusion The study highlights the importance of organizational intelligence in enhancing nurses’ professional capabilities and well-being. Addressing demographic factors and fostering a supportive work environment is crucial for optimizing nursing practice and organizational effectiveness. Nursing implications Insights from this study can inform targeted interventions and policy decisions to enhance nursing practice, organizational development, and healthcare outcomes in Egypt. Fostering organizational intelligence and soft skills among nurses can improve patient care, increase job satisfaction, and overall organizational success.

The purpose of the article is: to show the content of facilitative interaction; to present the functions of facilitative interaction; to describe our experimental research at secondary schools and to describe functions of facilitative interaction as the predictor of developing pupils’ soft skills. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as statement experiment. The results of the research. According to the results of our research we proposed such functions of facilitation: the function of stimulation; update function; the function of forming the sovereignty of the student’s personality; the function of managing the educational process; the function of organizing the process of interaction; the function of providing a creative educational environment. Conclusions. We proved empirically, that functions of facilitative interaction in the pedagogical process at secondary schools are real predictors of developing pupils’ soft skills, such as: academic achievements, self-concept, attitude to school, creativity, conformity, curiosity, anxiety, locus of control, cooperation, recognition of value, acceptance, trust, the possibility to create the environment, the ability to participate in creative types of the activities, expressiveness, naturalness, empathetic listening, the ability to make a climate of liberation, stimulating self-initiated personal growth. Also, we proposed three groups of soft skills of such kind of emotive teaching, which can be called facilitative soft skills: empathy, respect, sincerity.

Key issues of Russian labor market transformation in the context of new challenges are discussed in this article. The authors pay special attention to the issue of perception of “high qualification” notion considering rising importance of soft skills. The authors’ approach to the solution of work force shortage issue is based on the analysis of trends in Russian labor market presented in the article and provides for two sources: retraining and reproduction of manpower on national base, and attraction of foreign specialists. The employer bears final responsibility for the professional’s work results regardless of model used to assess qualification, so the employers’ role in assessing (and more importantly developing) staff qualification should be fundamental.

The problem of forming and developing soft skills has not lost its relevance for many years. It is believed that possession of these skills ensures the subject’s competitiveness in the labor market. A special role is played by the formation of flexible skills in entrepreneurs, who allow them to be more adaptive to changes, interact effectively with the internal and external environment, find non-standard solutions in difficult situations, thereby increasing the efficiency and competitiveness of their own business.The purpose of our research is to compile a rating of soft skills in the assessment of existing entrepreneurs and to identify the degree of participation of higher education institutions in their formation. The data are obtained empirically from a study of 360 entrepreneurs. They show the undeniable importance for entrepreneurs of developing soft skills and, in most cases, their underdevelopment at the proper level. The paper presents the results of a survey demonstrating the proportion of entrepreneurs who have developed a particular skill in the process of self-education (19-38%), as well as the proportion of entrepreneurs who received an education at a university (0-22%) or in additional education programs in other organizations ( 1-13%). The study found that between 33 and 73% of entrepreneurs surveyed had not received soft skills training. Entrepreneurs ranked communication management (opinion of 76% of respondents) and decision making (73%) as the most important skills for their activities; the most developed were decision making (30%) and customer focus (28%). The work provides recommendations to universities in terms of increasing their presence in the market of additional education in order to develop soft skills among entrepreneurs as a factor in increasing their competitiveness.

Artikel ini membahas peningkatan kompetensi dan produktivitas karyawan pada usaha mikro melalui pelatihan teknis dan pengembangan soft skills, yang dilaksanakan di Jemaat GKI Ebenheizer Timika, Kabupaten Mimika, Provinsi Papua Tengah. Metode yang digunakan adalah Pengabdian kepada Masyarakat (PKM) dengan pendekatan partisipatif dan kolaboratif. Pelatihan ini bertujuan untuk meningkatkan keterampilan teknis dan kemampuan interpersonal karyawan, yang diharapkan dapat meningkatkan efisiensi kerja dan produktivitas usaha. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman dan keterampilan teknis, serta peningkatan kemampuan komunikasi dan kerjasama tim. Kegiatan ini juga berdampak positif pada motivasi dan kepuasan kerja karyawan, sehingga berkontribusi pada perkembangan usaha mikro di daerah tersebut. Kesuksesan program ini mencerminkan pentingnya pelatihan berkelanjutan dan pengembangan keterampilan karyawan dalam mendukung pertumbuhan usaha mikro, khususnya di wilayah-wilayah terpencil seperti Papua Tengah.

Background: Soft skills and flipped classrooms are important in the fields of education, nursing, and health techniques. Aim: This study determined nursing teachers’ knowledge of soft skills and flipped classrooms. Design: This was a descriptive cross-sectional study with an analytical focus involving 100 teachers. Settings: The study was conducted at the Higher Institute of Nursing Professions and Health Techniques (ISPITS) at Agadir and its annex in Tiznit. Participants: One hundred permanent and temporary teachers (with an equal distribution of male and female teachers) participated in the survey. Methods: A five-part questionnaire was used to collect data. The independent variable was the use of a flipped classroom and dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. Chi-square test, Ficher's test, binary logistic regression test, and multivariate logistic regression model were employed for data analysis. Results: In total, 80 % participants had knowledge of soft skills, and 75 % knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p = 0.008) and use of flipped classrooms (p = 0.042). Conclusions: Teachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills.

The fluidity, adaptability and complexity of a dancer's movement are often used as examples of how dance at a level of mastery is embodied. The freedom this gives the dancer to choose what and how they move is enjoyed at a subconscious level, with often tacit knowledge driving the artistic and technical brilliance. The topic of embodied agency in dance becomes more complicated when examining dance for the older person who has had little training. Embodiment is not straight forward, particularly if one examines dancing for the older adult with a neurodegenerative condition, which disrupts cognition and physical movement. Yet, as I argue, embodied agency is a key vision for socially engaged dance practices, particularly using improvisation. In the paper I examine how centring the amateur older dancer with a neurological condition means looking again at embodied agency and what it could mean in this context, as well as what the conditions are that might make it work. The paper takes the example of Dance Well, a group of community dancers in Italy that accommodates people with Parkinson's and others, including those seeking asylum. With this example I draw upon ideas from research I co-led to name some of the tacit soft skills—such as empathy and understanding and appreciating difference—developed through Dance Well's engagement with the local community, which, I now suggest, led to a process of embodied agency. I argue that in identifying this anoetic knowing, it is clear that embodied agency is not just about mastery of movement, but about important relational skills that are embodied and practiced through dancing, even by those with little formal dance training. I argue that moving together whilst embodying soft skill qualities may nurture an environment that could enable the transformation of relationships between those dancing and contribute to the creation of an important and meaningful activity within the community. In this way, the paper outlines ideas on how embodied agency through dancing may contribute to a vision of social justice and a characterization of embodiment that emphasizes the recognition of each other's humanity.

The adoption of Artificial Intelligence (AI) technologies is reshaping the labour market, involving the enhancement of employees' digital skills and the acquisition of a mix of hard and soft skills. In this study, our objective was to identify, in an original way, the potential for adaptation to AI among company personnel in Central and Eastern European countries (CEE) based on four criteria and 17 analysis variables. Given the complexity of the research, we used three specific research methods for Multiple-criteria decision-making to identify the most important variables that influence rapid adaptation to AI and to classify the countries in the sample according to their level of performance. Based on the results obtained, we argue that any skills development strategy for AI should target upskilling and reskilling programmes aimed at developing above-average hard and soft skills. While increasing the number of graduates specialising in educational fields related to AI is essential in the new stage of the industrial revolution, the potential of this resource is underutilised, both due to brain drain and slow technological progress, as well as the migration of technological start-ups. For larger countries, the development of technological enclaves to attract specialised human resources and technology companies is the only way to boost their technological revolution.

Navigating conflicts is crucial for promoting positive relationships between pupils, teachers, and parents. The objective of this paper is to present Social-Based Learning and Leadership (SBL), an innovative approach to group dynamics and conflict resolution within the school setting, aiming to foster meaningful relationships and personal and social growth. The methods of SBL focus on group evolution by navigating conflicts rooted in higher needs while balancing the interplay of separation and connection. It proactively embeds prosocial values and conduct into the school culture, with teachers prioritizing the wellbeing of others, fostering shared problem-solving, and positive feedback amid conflicts. Teachers acquire tools to transform the classroom into a “social laboratory” and construct meaningful partnerships with parents. Practical conflict management within the SBL framework involves dynamic group discussions, shifting from other blaming to accountability, and reflective group introspection. Experiential learning through crafted case studies and role-plays enhances students' conflict management skills by fostering perspective-taking and inclusiveness. We conducted a qualitative case study in an SBL training in a school from 2020 to 2023. These conflict management processes allow the school community to reimagine conflict as an invaluable educational opportunity, equipping pupils with essential soft skills for navigating the challenges of the 21st century.

The government focuses on the challenges senior vocational high schools (SMK) face in producing competent and employable graduates. Issues include a lack of curriculum alignment with industry demands, low absorption of graduates in the job market, and mismatched competencies with industry needs, leading to a lack of mental readiness for work among graduates. This research aims to test the soft skills abilities of students being taught with PjBL and conventional models with high and low self-efficacy and the interaction between learning models and self-efficacy towards students' soft skills abilities. This research uses a quasi-experimental design. The research subjects were class XI students at SMKN 1 Blitar. This study selected 33 students in the experimental class and 33 in the control class. Learning in the experimental and control classes was carried out in 6 meetings with multicamera material—analysis of relationship and interaction data between variables using the two-way ANOVA test. The research results show a difference in soft skills abilities among students taught with the PjBL model and what is taught conventionally soft skills in high and low self-efficacy, as well as an interaction between the PjBL model and self-efficacy toward soft skills abilities. The research limitation only supports soft skills learning outcomes.

The digitisation of the agriculture industry provides an opportune context for accelerating sustainable food production. Aquaculture is among the fastest-growing agriculture sectors and is well placed to help address food supply shortages, directly contributing to the achievement of UN Sustainable Development Goal 2. However, the sector currently has inadequate digital capability and enabling conditions to thrive. Social cognitive career theory asserts that career choices and persistence are directly influenced by a person’s thoughts, including their self-efficacy; therefore, the upskilling and reskilling of labour is required to build confidence in their digital capabilities and reduce turnover intentions. Consequently, this study sought to identify the key skills and needs for this workforce to transition to digitally driven ways of working. The results indicated that a range of skills and abilities that enable people to improve their digital capabilities were required. The findings are presented and discussed.

Abstract Background The cognitive skills underlying critical thinking include analysis, interpretation, evaluation, explanation, inference, and self-regulation. The study aims to consider the possibility and effectiveness of introducing the mobile game Lumosity: Brain Training into the learning process of first-year Philology students studying at Qiqihar University. Methods The sample included 30 volunteers: 15 girls and 15 boys, whose average age was 18.4 years. Before the experiment start, the respondents took a pre-test based on the Critical Thinking Skills Success methodology, which was developed by the American scientist Starkey. It was stated that intensive one-month training with the use of the Lumosity premium application in the classroom would improve critical thinking skills. Results The pre-test results showed that some respondents had had quite good critical thinking skills before the experiment as the average score was 22.13 out of 30 points. The effectiveness was evaluated using the Student’s t-test for paired samples. It is established that there are significant differences between standard and empirical values (p = 0.012). Conclusions The research can be of interest to those who study the issue of integrating an interactive learning environment into university and student programs, as well as those who consider critical thinking as a field of scientific knowledge and seek to develop critical thinking skills. The novelty of the study is the fact that students were allowed to use the app only during classes, but the research hypothesis was confirmed. This indicates that an interactive learning environment can be considered as a tool for developing students’ critical thinking skills in the context of limited screen time.

The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area.

There is a growing search for methodologies and tools that foster student motivation and learning. This experimental study aims to examine students’ acceptance and attitude towards the use of game-based applications, as well as analyze how game-based learning impacts the acquisition and development of basic competences. To this end, online questionnaire responses from 135 undergraduate computer science students were analyzed using Structural Equation Modeling (SEM). The results indicate that students perceive these tools as useful and easy to use, thus exerting a positive influence on learning motivation and behavior change towards the implementation of game-based learning. Furthermore, the crucial role of game-based learning strategies in the development of formative collaborative learning is emphasized, as well as their positive influence on the acquisition of essential soft skills for the comprehensive training of computer science students. The conclusions underscore the importance of considering the GBL approach as a valuable educational strategy to motivate and enhance learning and develop fundamental skills in students.

Active learning methods are needed to promote student motivation and facilitate the development of technical and soft skills. Previous research in software engineering education shows that LEGO® Serious Play (LSP) fully aligns with these needs. However, prior works are usually based on insufficiently robust research methods that do not include a large sample, a variety of evaluation instruments, and/or rigorous comparative methods such as randomized controlled trials, which makes it difficult to obtain reliable and solid conclusions. This article presents an original LSP activity to teach software development life cycle models and core software engineering activities, tackling learning objectives different from those addressed by the LSP activities reported in prior works. The LSP activity was validated through a cluster-randomized controlled trial involving 217 computer science students. These students were divided into a control group that received a traditional lecture and an experimental group that performed the LSP activity. The research was supported by pre and post-tests that allowed the study of the knowledge attained by the students, as well as a questionnaire to gather students’ perceptions. The results indicate that the students in the experimental group learned significantly more and were more motivated than their counterparts in the control group. This leads to the conclusion that LSP-based activities such as the one reported in this article are highly effective in terms of knowledge acquisition and motivation to teach some software engineering topics compared to traditional lectures.

This exploratory case study analyzes Colombian university students’ experiences as English users during international mobility. Data collected through surveys and interviews were examined based on content analysis and principles of grounded theory. The students’ self-perceived English proficiency and communicative performance before and during international mobility were analyzed, while challenging areas were identified. The results evidence that mobility students have insufficient levels of English proficiency to engage in academic and social activities due to inadequate production skills and a lack of practice. The students also perceive university academic English opportunities for practice as basic, and they underutilize practice spaces. Nonetheless, they highlight that active engagement in autonomous language exposure and developed interpersonal skills positively impact their perception of language performance.

In the realm of project management, the significance of soft skills, including communication, leadership, and problem-solving, has been acknowledged as pivotal to project success. Furthermore, the role of knowledge management within projects has emerged as another critical determinant of performance enhancement. This entails disseminating best practices, lessons learned, and insights garnered throughout the project lifecycle. Thus, the Project Manager's role acts as a catalyst, cultivating an environment that promotes effective knowledge sharing.The primary objective of this study is to explore the relationship between project manager soft skills and knowledge sharing within project environments. Additionally, considering the acknowledged impact of organizational culture and environment on knowledge sharing practices, this research aims to examine the moderating effect of organizational culture in shaping the relationship between soft skills and knowledge sharing effectiveness within project contexts. A questionnaire involving project team members was conducted to find answers to these questions.Findings reveal the project manager leadership was positively associated with knowledge sharing among project management team members. This conclusion innovatively connects the importance of soft skills in fostering knowledge sharing within project teams. It places a significant emphasis on the project manager's leadership skills assigning them a key responsibility. Additionally, moderation analysis showed that knowledge creation and knowledge capture strengthened the relationship between project manager's problem-solving skills and knowledge management environment. This underscores the role of a robust organisational culture in supporting knowledge sharing, thereby enhancing the connection between problem-solving abilities and explicit knowledge sharing.

The current conditions for the development of young professionals pose challenges: the COVID-19 quarantine and Russia's invasion of Ukraine have led to the spread of distance learning, affecting the development of soft skills. Despite the resumption of classroom teaching, issues like poor communication, inability to present or argue opinions, and problems working in teams persist. However, these can be addressed using modern technologies and teaching methods. This study aims to analyze the impact of interactive teaching methods on developing soft skills among university students. Soft skills are crucial for future managers' careers. The article examines the peculiarities of developing and applying soft skills as key to the competitiveness of future managers in the Ukrainian context, integrating innovative educational practices. Emphasizing the importance of interactive learning tools, the study highlights their relevance for preparing future managers for modern labor market challenges, applicable in both online and offline settings.

This research aims to identify the soft and hard skills students need to improve the quality of human resources in the tertiary environment. The research was conducted in Bone Regency, focusing on IAIN Bone students and related stakeholders. The research method used is qualitative research, which involves interviews, observations, and questionnaires to collect primary data and documents and literature as secondary data. Data analysis was carried out using qualitative descriptive techniques and descriptive statistical analysis. It is hoped that the results of this research will be able to design practical and applicable skills development models and evaluate the effectiveness of the skills development programs that have been implemented. The ultimate goal of this research is to improve the quality of college graduates so that they are ready to compete in the world of work, support higher education policies, increase the competitiveness of universities, and prepare students to face increasingly complex future challenges. This research provides recommendations to universities regarding developing curricula and learning programs that are more comprehensive and relevant to industry needs.

The research aimed to know the impact of soft skills as an independent variable and achieve superior performance in human resources as a responsive variable in the faculties of the Iraqi University, as well as to identify the levels of their availability and employment so that they are appropriate to the reality of the current conditions in the Iraqi academic environment. A set of hypotheses were formulated, the most important of which was the existence of a correlation. And the impact of soft skills and their dimensions in achieving superior performance for human resources, using the descriptive analytical research approach to explain the relationship and links between the research variables. Data was collected from respondents using a comprehensive inventory method, numbering (204) individuals, represented by a purposive sample of teachers who hold administrative positions (the dean and his assistants). And the scientific departments, divisions, and other administrative units), represented by (the College of Administration and Economics, the College of Mass Communication, the College of Law and Political Science, the College of Education/Tarmiya, the College of Education for Girls, the College of General Medicine, the College of Dentistry, the College of Arts, the College of Engineering, and the College of Islamic Sciences) This was based on a questionnaire that included (40) items, which were analyzed based on statistical programs (SPSS V 28.0) and Amos V 26.0. The most prominent result was the presence of a strong and positive effect of the soft skills variable on the superior performance of human resources, with the interest of university administrations in developing skills. It has human resources. And its increasing needs to increase communication and communication skills, work in a team spirit, and interest in critical and constructive thinking and time management in a way that is compatible with the nature of the university’s work.

Background The study was conducted to assess the impact of a workshop intervention designed to enhance presentation skills of ophthalmology fellows in training. Methods A 10-hour workshop on presentation skills was conducted for ophthalmology fellows in the 2022 cohort at a single institution. An email was sent to the 2022 cohort to recruit participants. A total of 29 fellows (19 females, 10 males) volunteered to participate in the study. Participants completed a self-rating questionnaire to assess improvement in their presentation skills at four different time points of the workshop. The self-rating questionnaire utilized a ten-point rating scale (1–10) and evaluated properties and content (PC) and soft skills (SS). Data were analysed using SPSS software. Friedman and post-hoc tests compared self-ratings at four time points. Statistical significance was set at p-value < 0.05. Results Both properties & content (PC) and soft skills (SS) showed significant difference (p < 0.001) post workshop compared to earlier stages. The higher self-rating (PC4 and SS4) highlights increased awareness towards the scope of improving the presentation after the workshop intervention. Conclusions Presentation skills empower medical professionals to better communicate with diverse audiences, demonstrating their currency in medical knowledge, lobbying for correct understanding, and bringing praxis to pedagogy. The findings support the integration of similar workshops into medical curricula to foster well-rounded medical professionals.

The Digital Girls Program (DGP) partner projects undertake various activities that impact their members’ academic and professional development. In this context, socio-emotional skills or soft skills can be highlighted. This article is an extension of research investigating evidence of soft skills in experiences reported by female students and coordinators participating in DGP partner projects. In the original research, soft skills relevant to Computer Science were investigated. This extension, in turn, explores soft skills specific to Human-Computer Interaction (HCI). For data collection, a survey was conducted with DGP partner projects. The data analysis method employed was qualitative analysis, based on coding procedures to identify evidence of soft skills in respondents’ narratives. The actions promoted by partner projects were mapped to characterize the participating projects in the survey. As a result, leadership, professionalism, and communication were identified and are related to Computer Science and HCI. Specifically regarding HCI, evidence of critical thinking, empathy, and collaboration was identified. Thus, it is observed that women participating in partner projects develop soft skills relevant to HCI, which is a positive factor for their involvement in this field.

The application and advancement of digital technology are two of the most prominent aspects of the 21st century. This development changes almost all aspects of human life, not only ways of communicating and entertainment but also the business world and company breakthroughs. This study aims to examine the effect of competence, soft skills, and digital literacy on the work readiness of accounting students. The population used in this study were 6th and 8th-semester students majoring in S1 Accounting at Mataram University. The sampling technique in this study was probability sampling with a purposive sampling type. The sample calculation in this study used the Slovin formula with an error rate of 5%. The final number of samples used in this study was 226. The data analysis conducted in this study is multiple linear regression analysis and will be tested using SmartPLS 3 with an inferential statistical model through structural equation modeling (SEM) analysis with partial least squares (SEM-PLS). These findings conclude that competence, soft skills, and digital literacy have a significant positive effect on work readiness. The results of these findings are expected to add insight and a treasure of knowledge, especially in terms of analyzing various factors of student work readiness. This research is expected to provide benefits for academics by enriching the literature regarding the analysis of competencies, soft skills, and digital literacy in the era of technological disruption.

Objective: To assess the awareness level and need perception of soft skills among general dental practitioners (GDPs), dental residents and specialists. Study Design: Mixed method study Place and Duration of Study: Armed Forces Institute of Dentistry (AFID), Rawalpindi and 28 Military Dental Centre (28 MDC), Lahore Pakistan, from Mar to Sep 2020. Methodology: A mixed method study research design with descriptive and explorative strategies was used to formulate a survey questionnaire and in-depth interviews for participants aged 24-60, medically fit, with a minimum of one year of practical experience, and willing to participate. Results: 136(74.37%) knew the basic concept of soft skills being non-technical skills, as they classified their awareness of soft skills as ‘Partially Aware’. Only 9(4.91%) responded as being ‘Expert’ in this topic. 38(20.76%) were totally ‘Unaware’. Regarding the need for teaching soft skills to dental students, 171(93.44%) participants wanted soft skills teaching to begin in the undergraduate years. Conclusion: Participating dental professionals understood the basic concept of soft skills but needed a formal knowledge of what it entails. There is a dire need for the dental professional to have a satisfactory knowledge of soft skills to improve their overall job performance.

This study purposed to analyze the effectiveness of the Arabic language learning model based on Edgar Dale's cone of experience theory. The method used library research by taking books, journals, and documents. The result of this research is that Arabic language learning with an experiential learning model, according to Edgar Dale's cone of experience, is effective learning and can help to develop Arabic language learning that is focused and empowers students to master it. Learning Arabic through this model is also very effective for teaching Arabic as a means of communication. Experiential learning and Edgar Dale's cone of experience theory have a strong fit in the context of Arabic language learning. Dale's cone of experience theory illustrates different levels of student participation and involvement in learning, ranging from concrete experience to abstract conceptualization. According to Dale, direct and interactive experiences promote more effective learning, which is consistent with the experiential learning approach. In experiential Arabic learning, students engage in direct experience by speaking, listening, reading and writing in Arabic, which is the first step in the cone of experience.

Abstract. Many graduate students give much attention and thought in their university career to the hard or technical skills they get through their formal education or training. However, soft skills are not given the same importance as hard skills by students despite their positive effects on their careers. Many consulted studies have focused on the significance of soft skills in language learning. Still, there appears to be little discussion about how students develop their autonomy skills and why some fail to improve their soft skills after spending at least three years at the university. Therefore, the present study tries to fill this significant research gap by investigating Moroccan students’ perceptions of autonomy development and revealing the challenges they encounter in improving their autonomy skills. Moreover, based on what students report, practical suggestions and solutions will be provided to help students foster their autonomy. The study used a quantitative methodology based on a questionnaire that was distributed to 80 undergraduate students at Ain Chock Faculty of Letters and Humanities, Hassan 2 University in Casablanca. The results of the study revealed that many students' responses indicated that they are autonomous; however, there seems to be a misconception about self-autonomy's meaning. Further, with a few exceptions, the results suggest that many students are not yet aware of who is responsible for their learning. Hence, the study recommends that soft skills at the university level should be included as a subject, especially during the first year.

IntroductionIn recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes, including life satisfaction. Academic adaptation seems vital for the success of academic life in college students. Considering university as an important life context for people pursuing higher education, what is the mediating effect of academic adaptation? This study proposed a mediation model to examine the mediating effect of academic adaptation in the relationship grit and life satisfaction.MethodsA sample of 413 undergraduate Brazilian students, age ranging from 18 to 71 years (M = 27.30; SD = 10.20). A correlation analysis was performed between the variables and the following mediation model was tested: Grit (independent variable), academic adaptation (mediating variables) and life satisfaction (dependent variables).ResultsMediation analysis indicated that academic adaptation mediated around 46.80% for the factor of consistency of interests and 40.90% of the relationship with perseverance of effort. Thus, the greater the grit of the university student, the greater the grit, which leads to better satisfaction with life.DiscussionIn recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes. The findings elucidated that grit in academic context could benefit students’ adaptation process, and the university’s responsibility to improve its students’ softskills, not only for the future stage after university, but also during the student’s schooling.

Skills such as communication skills, problem solving, strategic thinking and adapting to new contexts are defined under the title of soft skills, which are also known as "behavioral skills". These types of skills are included in the category of non-technical skills (as opposed to hard skills) and are necessary for personal and professional success. By using game-based learning and using game mechanics, learning these skills can be made more attractive and effective. Serious games play a key role in developing soft skills (such as problem solving, planning, and analytical thinking) in the world of professional activity and work (1).

Fourth Industrial Revolution and digital technologies are driving profound transformations within the classical industrial system. Nevertheless, design and production models in Italian fashion system are not much into these type of changes. On the one hand, because of the cultural reasons related to the concept of Made in Italy – which quality is perceived as inextricably linked to the classic way of production. On the other hand, fashion products are difficult to patent, so companies face a lot of knots on legal protection of innovations. This contribution wants to frame the current relationship between Industry 4.0 and Italian fashion system, presenting the state of innovations and limitations. The analysis of this picture will serve to illustrate how design can interact with other disciplines to manage the practices, the approaches and the tools, able to build a new useful design and productive models.

The objective assessment of their labour value by future employers is a pressing concern for all students and graduates of higher education institutions. Young people frequently overestimate their salary expectations, leading to substandard service provision, or conversely, accept low-paying jobs resulting in emotional burnout due to lack of motivation. The purpose of this study was to identify how students with developed social intelligence assess their earnings prospects during their studies, in the first years after graduation and in adulthood. For this, a survey of students was conducted using the TROMSØ test and specially designed questions that helped to identify the respondents’ subjective assessment of the value of their working time. The study found a statistically significant relationship between social intelligence and labour market pricing. This dependence is particularly pronounced for wage expectations immediately after the graduation (p≤0.01**). However, no correlation was found between social intelligence or its components and ambitions for the level of pay during study. It was found that students are willing to look for part-time work for any financial motivation. As for the level of salary that would fully satisfy them in adulthood, the average salary is three times higher than the minimum wage in Ukraine and equals USD 580. By understanding the level of a person’s social intelligence, one can build an effective hiring system, gaining an additional tool for assessing possible salary ambitions. This will help to optimise the work of the HR department and understand the range of financial incentives needed required to stimulate a particular employee

The article is devoted to the study of the impact on the development of future social workers’ social skills (soft skills). It is emphasized that today in the Ukrainian society, as a result of geopolitical, economic, demographic changes, as well as the state of war in the country, the level of expectations regarding creative solutions to various social problems by social workers and fast, clear and high-quality provision of social services has significantly increased. Citizens need prompt social support and trustful communicative interaction in social groups. The study used these research methods: analysis and generalisation of normative, psychological, pedagogical and sociological sources alongside educational and scientific programmes of Ukrainian higher education institutions on the investigated problem, including questionnaires intended for future social workers. The article identifies groups of soft skills that are considered by Ukrainian and foreign scholars, as well as by students themselves, as the most relevant for successful social work. We understand soft skills as the skills, abilities and characteristics that allow you to be competitive and successful in your professional activity. The essence of the factors influencing the development of social skills in students in higher education institutions is determined. The factors influencing the development of social skills of a future social worker are understood as the factors of objective and subjective nature belonging to the external and internal environment within which a student exists during curricular and extracurricular activities in a higher education institution; the ones which give impetus to the acquisition or improvement of certain soft skills in order to achieve a productive result in social activities. The external (global challenges and crises in the political, economic, technological, social, value-related, and educational spheres of society's functioning) and internal (ethical and moral life values, mental and motivational orientations, internal readiness for future social activities, social orientation to work with people, individual and personal development, intellectuality, level of professional competence, available experience of social work) factors of soft skills development in future social workers are substantiated and characterised. In the course of summarising the results of the analysis of the studied issues, it was concluded that it is necessary to take into account a set of factors of influence during the educational process in a higher education institution, since different factors actualise the development of different soft skills in students.

Background. In this article the authors present a comprehensive review of selected empirical developments on artificial intelligence in education, research on some artificial intelligence technologies and applications, and analyze their potential benefits for the educational process. They also identify the need in the formation of new educational competencies among students, in particular linguo-digital, caused by the modern labor market requirements, and consider the application of the foreign universities experience in relation to the use of artificial intelligence tools in education. Purpose. The article aims to identify the potential of artificial intelligence in the formation of digital competencies among students in teaching a foreign language. Materials and methods. The research study is based on theoretical and experimental methods along with quantitative evaluation method, to conduct this study. Results. The authors focus on the term “linguo-digital competence” as a component of digital competence. Teaching experience demonstrates that multilingual education of students requires digitalization of professional training. It improves their skills in use of artificial technologies in studies of a foreign language, helping to develop professional as well as personal competences. Practical implications. The result of the study is recommendations on the methodology for introducing digital technologies into the educational process when teaching a foreign language at a university.

A problem of skill mismatch has long been a global issue. The same is true for an emerging market like Cambodia where a large number of youths enter the job market every year. This study aims to investigate the most important employability skills in post pandemic viewed by students, employees and employers. The study also explores the needed skills at private, public and non-profit sectors, and the preparation of students on those competencies for making a comparison and synthesis. To fulfil the earlier objectives, the study applies survey questionnaires and in-depth interviews with 109 participants and 6 interviewees respectively. The findings demonstrate that Being professionally ethical, Being committed to work, and Technology Use are the three main employability skills demanded in the market. However, specific institutions may prefer other skills according to the nature of their work. The study also demonstrates that students possess a few limitations, namely Adaptability to change, Communication, Commitment to work and Advanced digital skills. These weaknesses would be a key message to students and other stakeholders to reconceptualize their current practice to fulfil the gaps.

Job competition in the era of the industrial revolution 4.0 requires accountants to have more skills in addition to the knowledge gained in college; these skills are called soft skills. However, the reality is that many accountants still lack master soft skills. This problem cannot be separated from the role of universities as providers of accounting graduates. This study aims to describe the role of universities, especially accounting study programs, in developing the soft skills of accounting students in the era of the industrial revolution 4.0. This research is qualitative research with a case study approach. The informants in this study were four managers of accounting departments, four managers of accounting student organizations, and one manager of MBKM centers working in 4 universities in Bengkulu City. The data used in this study was obtained through direct interviews with data analysis techniques in data collection, data reduction, data presentation, and conclusions. The results of this study show that Bengkulu City College has developed the soft skills of accounting students through soft skills courses, integrating soft skills development into learning, encouraging accounting students to participate in MBKM programs, organizational activities, seminars, FMD, training, and soft skills competency tests. This research helps the manager of the Bengkulu City accounting study program understand and re-evaluate the current state of soft skills development of accounting students so that it can be better in the future.

Today, after the family, the school is the first institution in which children experience the implementation of social rules and the behaviors that follow from them. It is useful, therefore, to insert paths that favor the consolidation of a system made up of rules, inspired by the principles of transparency, fairness and solidarity, which can be the first and most effective lesson of democratic legality. In this perspective, teaching activities can appropriately refer to the programmatic contents of the disciplines which, not only with regard specifically to civic education and law, but also with regard to other cultural areas, are bearers of explicit information and formative experiences. Particular attention is paid today to the planning of “Percorsi per le Competenze Trasversali e l’Orientamento” [Paths for Soft Skills and Guidance] (PCTO), which will also have an implicit educational value, that consisting in showing, through field experiences, the convergence of multiple cultural interests towards the purpose of education to legality.

Project-based learning methodology development and implementation at the State University of Management have contributed to development, coordination, and efficiency of research and students’ project activities. The university has created a concept of project-based learning ecosystem adapted for students and aimed at developing their entrepreneurial abilities. The article emphasizes on the opportunities that the project method offers to improve the content and quality of learning process in higher education institution. The method also helps to increase motivation in learning. Project-based learning is provided in all educational programs. The possibilities of consultations on project-based learning in the Foreign Language course have been considered, the increase of students’ interest in this form of learning activity and foreign language learning in general during the study also have been noted.

Purpose – This study experimentally aims to determine the degree of influence that mindfulness training exerts on learning capacity at the university level and contrasts it with previous observational or relational studies that have shown contradictory results. Design/methodology/approach – A quasi-experiment was carried out to measure the variation of six academic learning abilities – a) self-efficacy, b) organization of and attention to studies, c) stress control due to time pressure and the environment, d) involvement with college activity, e) emotional satisfaction, and f) class communication – which together comprise the research questionnaire called the college learning effectiveness inventory (CLEI). The CLEI questionnaire was administered before and after the participants were trained in the mindfulness technique. The study was conducted in Ecuador, and the participants were selected from among the graduate students of a local university. Findings – The learning ability measured by the CLEI was improved by a statistically significant margin in the two groups. Research limitations/implications – The treatment groups consisted of graduate students who did not have opportunities for full-time activities on campus, as they were limited to attending regular classes at specific times, usually at night. The dropout rate was 14% due to inconveniences caused by the pandemic. These conditions could have affected the study results both positively and negatively. In addition, the pandemic limited academic interactions, which are required to evaluate the learning results after applying the research instrument. This limitation was especially critical for people who had experienced online classes only. Practical implications – Offering graduate students the opportunity to learn about and adopt a mindfulness practice helps to improve their academic outcomes, as reflected through the statistical measurement of the CLEI indicator. Social implications – This study is especially relevant within the context of sanitary conditions due to the pandemic and the intensive use of technology for managing academic interactions, both of which have replaced physical contact between participants. Originality/value – The main contributions of this study are related to the determination of the practical effects of mindfulness training in postgraduate university settings and the identification of the mechanisms involving participants' reflecting upon, learning and understanding the importance of perfecting their soft skills to facilitate their learning processes and face today's uncertain environments. 研究目的 – 本研究採用實驗方法、來釐定正念認知對在大學水平上的學習能力的影響程度，並對比於以往顯示了相互矛盾的研究結果的觀察性研究或關係研究。 研究設計/方法/理念 – 研究人員進行準實驗、來量度六個學術學習能力的變化。這六個學習能力為：(一) 自我效能, (二) 學習的組織能力和注意力，(三) 控制因時間壓力和環境因素而產生的壓力, (四) 大學活動的參與，(五) 情緒方面的滿足、及 (六) 課堂之溝通。這六個學習能力合起來就構成本研究的調查問卷，我們稱之為大學學習效能清單。問卷調查工作分別於研究參與者接受正念認知技巧訓練之前及之後進行。本研究是在厄瓜多爾進行的，而參與者則選自當地一間大學的研究生。 研究結果 – 研究結果顯示、根據大學學習效能清單的測量，有關的兩個組別均顯示明顯數據差額範圍上的學習能力提昇。 實務方面的啟示 – 若為研究生提供學習正念認知技巧的機會，並讓他們應用這技巧，他們的學習成果將會得到提昇，這正是透過數據上量度有關的大學學習效能清單指標所顯示的現象。 社會方面的啟示 – 本研究的結果，就現時的衛生狀況而言特具意義。這是由於大流行病的發生，以及在管理學術互動上大量使用應用技術，參與者之間的身體接觸也不需要了。 研究的原創性/價值 – 本研究的主要貢獻為、研究結果確認了在大學研究院的學習環境裡，正念認知的培訓是有其實用效果的;研究亦找出了參與者應如何有效地反省思考和學習提昇其軟技能的方法，並了解其重要性，以能增強他們的學習能力，以及更能應對今天不明確的環境。

Abstract Background The association between team performance and patient care was an immense boost for team-based education in health care. Behavioural skills are an important focus in these sessions, often provided via a mannikin-based immersive simulation experience in a (near) authentic setting. Observation of these skills by the facilitator(s) is paramount for facilitated feedback with the team. Despite the acknowledgement that trained facilitators are important for optimal learning, insight into this observation process by facilitators is limited. Objectives What are the self-reported current practices and difficulties regarding the observation of behavioural skills amongst facilitators during team training and how have they been trained to observe behavioural skills? Methods This cross-sectional study used a pilot-tested, content-validated, multi-linguistic online survey within Europe, distributed through a non-discriminative snowball sampling method. Inclusion was limited to facilitators observing behavioural skills within a medical team setting. Results A total of 175 persons filled in the questionnaire. All aspects of behavioural skill were perceived as very important to observe. The self-perceived difficulty of the behavioural skill aspects ranged from slightly to moderately difficult. Qualitative analysis revealed three major themes elaborating on this perceived difficulty: (1) not everything can be observed, (2) not everything is observed and (3) interpretation of observed behavioural skills is difficult. Additionally, the number of team members health care facilitators have to observe, outnumbers their self-reported maximum. Strategies and tools used to facilitate their observation were a blank notepad, co-observers and predefined learning goals. The majority of facilitators acquired observational skills through self-study and personal experience and/or observing peers. Co-observation with either peers or experts was regarded as most learn some for their expertise development. Overall, participants perceived themselves as moderately competent in the observation of behavioural skills during team training. Conclusions Observation of behavioural skills by facilitators in health care remains a complex and challenging task. Facilitators’ limitations with respect to attention, focus and (in)ability to perform concomitant tasks, need to be acknowledged. Although strategies and tools can help to facilitate the observation process, they all have their limitations and are used in different ways.

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.

Social distancing and remote work were mandated worldwide during the COVID-19 lockdown. While virtual interviews were conducted prior to lockdown due to the growing global workforce, they became normalized during the pandemic for both work and school. Hiring agents may believe that having grown up with technology and the internet Generation Z (Gen Z) may be well-prepared for virtual interviews. However, the challenge they face is not technology-related. Gen Z individuals, particularly those in STEM fields, often lack well-developed practical and pragmatic life skills, such as effective communication. A remote independent research scholar and her student compiled this field report. First, the general characteristics of Gen Z STEM students are presented, followed by a virtual interview preparation guide with tips, recommendations and examples. Given the ever-changing global remote workforce, future empirical studies are recommended on the virtual hiring process of Gen Z STEM students which includes and expands upon virtual interviews.

In recent decades, there has been a dynamic transformation of the socio-economic eco-system, in general and its components in particular. Cardinal changes in the values and motives of economic decisions, the compression of the time continuum of the life cycle of products and enterprises are reflected in the financial and resource market derived from the commodity market. The employer-employee relationship is changing, there are more disagreements, since the requirements of the organization and the expectations of the applicant often differ significantly. Modern employers do not have enough professional competencies of employees, it is important to combine a range of knowledge, skills and personal qualities. The author of this article presents the features of the modern labor market, the results of employers’ research on the demand for specialists. The work methodology is based on scientific research methods of cognition, such as statistical and comparative analyzes, questionnaires and the method of expert assessments, a systematic approach. The study reveals the indispensability of such employees’ qualities as scale and critical thinking, a high level of stress tolerance, the ability to combine the roles of a leader and a team member depending on the task, skills for evaluating large information arrays and digital competencies. The conclusion is formulated about the need for applicants to strengthen not only hard skills, but also to constantly develop soft skills to compete against the challenges of the labor market.

University internship is the transition between higher education and the labor market. The study was motivated by the fact that research on the effectiveness of internships is on the rise in many countries but is less widespread in Hungary, especially from the students’ perspective. The aim is to determine how students in business education choose a workplace for their internship, whether they consider their own employability or the management aspects of the workplace. The questionnaire was conducted in Budapest, Hungary, covering covering higher education institutions of economics (7 in total), with 406 participants. The focus is to build a model of the interaction between different variables: the development of students’ skills at the university, the specific internship placement, and the desirable work students would like to do during their internship. The results show no correlation between the type of skills students develop during their studies and the type of work they want to do during their internship. Moreover, the correlation between the soft skills they develop at work and those they acquire at university is only coincidental, therefore not supporting their employability. These results can be important for workplace management to effectively lead and inspire their teams, manage conflict, and communicate. The study offers implications for education policy, i.e., recommendations for changes to output requirements, which will also allow for developing training structures that are more responsive to employer needs.