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CULTIVATING SOFT SKILLS IN ACADEMY: INNOVATIVE

APPROACHES IN EDUCATION

David Daniel Zambrano Posligua

e1351206485@live.uleam.edu.ec

Universidad Laica Eloy Alfaro de Manabí

https://orcid.org/0009-0000-4019-6341

Johana Elizabeth Bello Piguave

johanna.bello@uleam.edu.ec

Universidad Laica Eloy Alfaro de Manabí

https://orcid.org/0000-0002-0882-1060

Autor para correspondencia: e1351206485@live.uleam.edu.ec

Recibido: 05/11/2024 Aceptado: 16/12/2024 Publicado: 25/01/2025

ABSTRACT

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.

Key words: soft skills, competencies, education, pedagogy, cognitive.

CULTIVAR HABILIDADES BLANDAS EN LA ACADEMIA:

ENFOQUES INNOVADORES EN LA EDUCACIÓN

RESUMEN

En un mundo laboral cada vez más dinámico, las habilidades blandas ayudan a los

individuos a adaptarse a nuevos roles, tecnologías, y ambientes de trabajo, siendo

necesario que los docentes en formación fortalezcan competencias que les

permiten a interactuar de manera más eficiente y resolver conflictos no solo

personales sino también a escala de comunidad educativa. Este estudio tiene como

objetivo identificar las habilidades blandas que perciben los docentes en formación

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de la carrera de Pedagogía de los Idiomas Nacionales y Extranjeros de la ULEAM,

así como analizar los beneficios de innovar el enfoque principal de la educación

hacia el desarrollo y aplicación de competencias blandas. Este trabajo se plantea

desde el paradigma Socio Crítico y el enfoque es mixto cuantitativo y cualitativo

de la investigación científica. La muestra la compone 148 estudiantes, hombres y

mujeres matriculados desde el primer hasta el noveno semestre, 6 directivos y 5

docentes de educación media de instituciones particulares, fiscales y

fiscomisionales. Los instrumentos utilizados son el cuestionario de habilidades

blandas y entrevista a profundidad. Entre los hallazgos encontrados se evidencia

que directivos y docentes de educación media reconocen desafiante la integración

de las habilidades blandas al currículo aplicando metodologías activas con el uso

de la tecnología. Los docentes en formación perciben la interculturalidad,

adaptabilidad, y toma de decisiones como las habilidades más desarrolladas. Se

concluye que los docentes reconocen su papel esencial en el desarrollo de las

habilidades blandas, pero necesitan más apoyo institucional, recursos y formación

práctica para potenciar su integración.

Palabras clave: habilidades blandas, competencias, educación, pedagogía,

cognitivo.

INTRODUCTION

Higher education seems to be striving to prepare students for tasks in which

machines excel over humans, such as performing repetitive tasks, financial risk

analysis, and other similar processes.

According to Olivares (2007), soft skills are fundamental to overcoming the

limitations of an exclusively technical approach to education. These competencies

are not only essential for effective classroom management but also for fostering

an emotional connection with students, especially in a post-COVID context where

social skills have been impacted. (López et al., 2021)

Guerra (2019) argues that soft skills represent a growing necessity at specific levels

of education: secondary and higher education. However, this study focuses on

higher education as it represents the closest stage between theory and practice in

the labor market, and it is the phase in which most individuals finally develop their

own life perspective.

From an educational perspective that values soft skills, university training is

considered to go beyond mere job preparation, linking professional growth with

personal development.

The authors’ motivations for studying soft skills in the context of higher education

include analyzing the challenges faced by pre-service language teachers in

developing these skills, identifying their perceptions regarding these

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competencies, and determining which are most valued and promoted within the

PINE program at ULEAM.

This article addresses the following scientific research questions:

• What are the main contemporary challenges faced by PINE pre-service

teachers in developing soft skills?

• Which competencies should be prioritized to address these challenges

effectively?

• Which soft skills are most valued and developed by pre-service teachers in

the PINE program at ULEAM?

2.- Literature Review

Soft Skills

Competencies can be classified into two main categories: hard skills, which relate

to technical and specific abilities, and soft skills, which pertain to the emotional,

social, and communicative domains of individuals (Olivares, 2007).

While hard skills have historically been the focus of educational and labor systems,

there has been a growing recognition in recent years of the value of soft skills,

especially in an increasingly interconnected world that depends on

interdisciplinary collaboration.

Understanding the origin and importance of soft skills highlights how these abilities

contribute to better interpersonal relationship management and more balanced

performance in complex environments. Skills such as empathy, effective

communication, and critical thinking transcend technical barriers, becoming a

distinguishing factor in both academic and professional contexts. (Astudillo, 2024)

The development of soft skills not only enriches interpersonal interaction but also

fosters personal growth. These abilities directly influence the capacity to face

adversities and solve problems creatively and assertively—key aspects of

comprehensive human development. According to the Ayrton Senna Institute

(2022), these skills enable individuals to manage emotions, set goals, make

decisions, and work collaboratively to resolve conflicts, thereby strengthening

emotional intelligence and resilience.

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Soft Skills in Secondary and Higher Education

The current educational system faces the challenge of shaping citizens who are

not only technically competent but also socially and emotionally skilled. In this

sense, higher education must adopt a comprehensive approach that incorporates

soft skills as an essential element of the curriculum. Guerra-Báez (2019) asserts

that education should foster spaces for critical thinking and multicultural

interaction, recognizing diversity as a rich source of learning.

Gómez-Gamero (2019) emphasizes that, within the context of the Fourth Industrial

Revolution, machines are replacing routine tasks, thereby elevating the

importance of human abilities such as creativity, empathy, and adaptability, which

are considered irreplaceable. According to the author, these soft skills provide a

competitive edge in a labor market increasingly defined by the ability to

collaborate, innovate, and lead teams effectively.

Although traditionally socio-emotional skills are considered inherent to

personality, recent studies demonstrate that these competencies can be

developed throughout life. Busso et al. (2012) argue that the educational context

is key to this development, as it offers a structured environment where such skills

can be systematically experienced, practiced, and reinforced.

Teachers' Soft Skills in English Language Training

The enhancement of soft skills is as essential as technical skills in training English

language teachers. This involves developing abilities in communication, critical

thinking, continuous learning, information technology, collaborative work,

leadership, and ethics. According to Salih (2020), teacher training programs must

integrate these competencies to improve graduates’ employability in the 21st

century.

The role of the teacher in English language instruction extends beyond the

transmission of linguistic content; they must act as facilitators of learning,

promoting an environment that nurtures both technical competencies and soft

skills. Singer et al. (2009) highlight that these skills are essential not only for

language learning but also for preparing students to meet the challenges of a

globalized world.

This approach positions teachers as key agents in the comprehensive education of

students, capable of modeling the socio-emotional competencies crucial for their

personal and professional development.

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Bondar and Konovalenko (2024) also emphasize the importance of skills such as

creativity, collaboration, and communication, noting that interactive methods

such as problem-based learning, case studies, and games are effective for their

development.

Astudillo (2024) argues that soft skills not only enhance employability but also

facilitate adaptation to diverse contexts and creative problem-solving.

Gamification and collaborative projects cited in the results align with what

Konovalenko and Goncharova (2018) describe, highlighting the relevance of

dynamic strategies to develop these competencies in challenging educational

settings.

The development of soft skills is essential for the professional preparation of future

teachers, according to Konovalenko and Goncharova (2018). These competencies

not only improve the organization of the educational process but also enhance the

effectiveness of English language teaching. In this context, English teachers must

serve as role models for socio-emotional competencies, demonstrating empathy,

adaptability, and leadership.

López et al. (2021) reinforce this idea, stating that teachers who integrate soft

skills into their pedagogical practice foster more autonomous, creative, and

effective learning among their students, contributing to the formation of citizens

prepared for global challenges.

Educational Innovations that Promote Soft Skills

Contemporary university education is undergoing a paradigm shift, transforming

its role as an educational and cultural space. This process demands a

comprehensive update of strategies, objectives, content, and educational

technologies. According to Panfilova and Larchenko (2021), this transition reflects

the need to adopt an approach of "education through life" rather than "education

for life."

The educational system must move away from rigid models centered on

memorization and adopt strategies that promote the comprehensive development

of students. Naranjo (2019) emphasizes that incorporating educational

technologies and active methodologies, such as project-based learning, can

enhance both the development of technical knowledge and soft skills. This includes

the use of digital platforms that allow students to collaborate in virtual

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environments, developing skills such as intercultural communication and conflict

resolution in a globalized setting.

Olivares (2007) points out that technological advancements, far from replacing

human interaction, should strengthen social and emotional competencies,

integrating as key tools for developing a more inclusive and effective education.

This combination of technological and methodological approaches ensures that

students not only acquire technical knowledge but also develop the soft skills

necessary to thrive in a dynamic and interconnected world.

METHODOLOGY

This study adopts the Socio-Critical paradigm and follows the guidelines of a

mixed-method research approach, incorporating both quantitative and qualitative

techniques with a descriptive focus.

For data collection, a structured interview was conducted with language directors

and teachers from private, public, and semi-private educational institutions in the

city of Manta. Additionally, a soft skills questionnaire was applied to pre-service

teachers in the PINE program at ULEAM. Both instruments were created and

validated by expert educators prior to their application.

Instruments

1. Soft Skills Questionnaire: The questionnaire was a structured instrument

consisting of 30 questions exploring the perception and development of the

respondents' soft skills. Each question was answered on a scale from 1 to 5, with

the following weights: 1 (Never), 2 (Rarely), 3 (Sometimes), 4 (Almost Always),

and 5 (Always). The questions assessed key aspects such as teamwork, empathy,

leadership, assertive communication, decision-making, problem-solving, effective

time management, adaptability, and interculturality. The purpose of the

questionnaire was to identify the soft skills of pre-service teachers in the PINE

program, evaluating their level of mastery and use of these skills, and allowing for

a direct self-assessment within the academic context.

2. In-Depth Interviews: In-depth interviews were used to gain a detailed and

qualitative understanding of the perspectives of both directors and teachers

regarding the importance, challenges, and role of soft skills in teaching.

• Interviews with Directors: These interviews focused on exploring directors'

perceptions of the ideal teacher profile in terms of soft skills, their impact on

the teaching-learning process, and institutional strategies to promote, evaluate,

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and develop these competencies. Topics included challenges, practices, and their

evaluation within the educational environment.

• Interviews with Teachers: These interviews aimed to understand how teachers

perceive and value soft skills in their professional performance, highlighting their

importance in pedagogical practice, the challenges in developing them, and their

impact on improving student learning.

Sample

The sample selected for this study was non-probabilistic and intentionally defined,

including two groups of participants: students and teachers. The first group

consisted of 148 students enrolled between the first and ninth semesters of the

PINE program at the Universidad Laica Eloy Alfaro de Manabí during the 2024-1

academic term. Participation was voluntary, with the only requirement being

enrollment in the mentioned program.

The second group included six directors and five English teachers. Participation

was voluntary, with the sole requirement being employment in public, private, or

semi-private institutions.

Table 1.

Sample by Gender and Educational Levels of Student Teachers.

1°

2°

3°

4°

5°

6°

7°

8°

9°

Total

Men

Women

103

Total

148

Table 2.

Sample by Gender of School Directors and Teachers by Educational Institutions.

Private

Public

Mixed Public-Private

Total

Director

Teacher

Director

Teacher

Director

Teacher

Men

Women

Total

Procedure

Stage 1: Preparation of Instruments and Equipment.

The necessary instruments for data collection were designed and developed,

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including questionnaires, scales, and interview guides. This process was carried

out in accordance with the objectives set out in the research. Additionally, the

required technical equipment, such as digital devices, was prepared, ensuring

their functionality and the protection of data confidentiality.

Stage 2: Instrument Validation.

The designed instruments underwent a validation process by a panel of ten

education professionals from various institutions. This process allowed for the

adjustment of items and ensured the reliability and validity of the content.

Stage 3: Application of Interviews to Directors and Teachers.

Interviews were conducted with a total of 6 directors and 5 teachers in 6

educational institutions in person, using a pre-validated question guide. Each

interview lasted approximately 45 minutes and was recorded with the informed

consent of the participants for later transcription and analysis.

Stage 4: Application of Soft Skills Questionnaire to Student-Teachers.

A questionnaire designed to assess soft skills was applied to 148 students of the

National and Foreign Languages Pedagogy program (PINE) at ULEAM. The

questionnaire was distributed via Google Forms after obtaining approval from the

program director. Participation was anonymous, voluntary, and free. Data

confidentiality was ensured through specific settings on the platform and

adherence to the institution's ethical standards.

Stage 5: Data Analysis.

The collected data was processed and analyzed, integrating descriptive analysis

and both quantitative and qualitative techniques. Patterns, relationships, and

relevant differences were identified and interpreted based on the research

objectives.

Stage 7: Drafting the Final Report.

The final report incorporated the results obtained from all stages, structured into

sections including methodology, results, and conclusions. This document was

written according to academic standards and reviewed before approval by the

relevant committees, in compliance with applicable ethical and scientific

guidelines.

RESULTADOS Y DISCUSIÓN

For the analysis of interviews conducted with principals and teachers from private

and public educational institutions, the following categorical tree is applied.

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Study Phenomenon: Key Contemporary Challenges for PINE Teachers in

Developing Soft Skills.

Conceptualization of the Key Contemporary Challenges for PINE Teachers

Singer et al. (2009) emphasize that soft skills, as non-cognitive competencies, are

essential for both successful learning and job performance.

In the educational field, this underscores the need to align teacher training with

the real demands of educational institutions. The lack of external support, such as

family collaboration, and insufficient resources hinder the effective integration of

soft skills into the curriculum (Astudillo, 2024).

This challenge is consistent with Guerra’s (2019) perspective, which points out that

current education must prioritize the development of interpersonal and adaptive

skills to meet the growing demands of the labor market.

Conceptualization of Soft Skills Development for PINE Teachers

The development of soft skills in pre-service teachers is based on the need to

cultivate competencies that go beyond technical knowledge, emphasizing socio-

emotional learning and emotional intelligence (López et al., 2021). According to

the National Soft Skills Association (2019), these include the ability to

communicate effectively, resolve conflicts, and work in teams—qualities that are

crucial for both professional growth and classroom interaction.

Astudillo (2024) highlights that, in the learning of English, it is essential for

teachers to promote skills such as effective communication, interpersonal

relationships, problem-solving, and critical thinking. These competencies can be

developed through specific activities that integrate the English language as a

means of interaction and reflection.

There are two groups of interviewees:

Group 1: Six principals (2) from Private Institutions, (1) from a Mixed Public-

Private Institution, and (3) from Public Institutions.

Group 2: Five English language teachers (2) from Private Institutions and (3) from

Public Institutions.

There are two categories analyzed:

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Category 1: Practical Application of Soft Skills in the Educational Context.

Category 2: Theoretical Foundations and Planning for the Development of Soft

Skills.

Research Question 1: What are the main contemporary challenges faced by pre-

service PINE teachers in developing soft skills?

Table 3.

Main Contemporary Challenges Faced by PINE Student-Teachers in the

Development of Soft Skills.

CATEGORY 1

Practical Application

of Soft Skills in the

Educational Context

Group 1

Group 2

RI1: "…Emotional

intelligence, a teacher who

lacks emotional intelligence

will logically lose a lot...

their situation regarding

leadership, creativity,

initiative, among other

things, are part of the

challenges teachers face

today."

PI1: "They struggle to speak,

they even struggle with

pronunciation, they have

difficulty with intonation,

they struggle to make

themselves heard. For me, it

is essential that their voice

is heard."

RM2: "Working on emotions is

quite complex, especially

because we all have needs in

that area, and it is difficult

for a teacher to teach

something they don't master.

What makes these topics so

complex is that they are

closely related to personal

characteristics."

PM2: "The teacher's

challenge is living with the

kids who teach us every day.

What we don't want are

robotic beings who simply

memorize and don't learn to

disagree, to say I don't

agree, or I think that, or I

believe that..."

RP3: "In previous years, the

acquisition of knowledge was

considered, and the Ministry

of Education would train us,

but there was no focus on the

development of soft skills.

So, it is a challenge for us to

try to implement them. It

involves a whole field of

PP3: "Well, I believe that

today, perhaps, it is a

challenge to work on soft

skills in different contexts.

The school I came from had

no motivation for this topic,

but in the school I’m at now,

I see the initiative to work

on being, how to teach

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information, first

experimentation, then

modeling, and support..."

young people to solve

problems, how they

socialize, and to have

leadership..."

RR4: "The teaching-learning

process is always a challenge

because with each new

school year, we see more

difficulties and challenges, as

there will always be students

with difficulties. It is our duty

to develop the appropriate

skills so that they can learn,

because not all students

learn at the same pace or in

the same way... A crucial

factor is the environment, as

some children come from

dysfunctional homes, and

because of this, challenges

sometimes arise when

preparing students in soft

skills."

PR4: "One of the biggest

challenges is understanding

today’s youth, where

parents do not collaborate

or do not understand them.

As teachers, developing

empathetic listening is a

great challenge we face."

The analysis of the responses reveals that both the school administrators and the

teacher trainees recognize the importance of soft skills for improving the

educational process.

These skills not only foster a positive learning environment but also promote the

personal and social development of both students and teachers. Among the most

emphasized skills are: effective communication and active listening, teamwork,

leadership, conflict resolution, emotional intelligence development, empathy, and

conflict resolution.

This is also reflected in the works of Singer et al. (2009) and López et al. (2021),

who argue that teachers need to be models of socio-emotional competencies,

demonstrating empathy, adaptability, and leadership.

The implementation of these competencies in the curriculum is seen as a key need

to prepare students for the challenges of the real world.

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Naranjo (2019) states that the curriculum needs to transition from rigid models

focused on memorization to dynamic strategies such as active methodologies and

project-based learning.

The main challenges mentioned include teacher preparation and training, as there

is a gap between the training provided by the Ministry of Education and the actual

needs of institutions, especially in private contexts.

The lack of external support, such as family collaboration, limits the application

of values and skills learned in the classroom. The Ayrton Senna Institute (2022)

supports the idea that these skills should not only be promoted in the classroom

but also in family environments for a more sustained impact.

The emotional complexity of students, particularly after the pandemic, has caused

young people to exhibit shyness and a lack of social skills due to isolation, making

it difficult to incorporate soft skills in a transversal and balanced way within the

curriculum.

Astudillo (2024) and Busso et al. (2012) emphasize that structured educational

experiences can help students overcome emotional difficulties resulting from

isolation and lack of social interaction.

Research Question 2: What competencies should be prioritized to effectively face

these challenges?

Table 4. Soft skills that should be prioritized to face contemporary challenges.

CATEGORY 2

Theoretical

foundations

and planning

for the

development

of soft skills.

Group 1

Group 2

RI1.1 "We have applied robotics

that works with the model of soft

skills, meaning that when they

work in teams, they must show

patience, leadership, teamwork,

synchronization, attention to

detail, creativity, innovation,

and all in one entity... this is

done through a constructivist

pedagogical model."

PI1.7 "Social skills such as

teamwork, empathy, and

problem-solving... if I see that

the student is making an effort,

we need to give them an

opportunity and not be so rigid,

always keeping in mind that the

goal is for them to learn."

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RI1.4 "The strategies within the

curricular planning include a

teacher evaluation form, which

must promote values and

participatory activities because

it is part of our teacher

evaluation. So, as the teacher

knows the steps to follow in their

class, the soft skills are

established there."

PM1 "…The use of Kolb's cycle

and STEAM has allowed

students to learn actively by

applying the English language

through projects and skills such

as collaborative work,

leadership, creativity,

decision-making, etc."

RM2.4 "The methodology

depends on the planning... we

must work on leadership through

strategies such as cooperative

work and learning groups,

considering the context of our

students... we can provide

spaces to reflect on behavior and

coexistence, fostering values,

and promoting resilience, which

is important in this educational

environment with the student

diversity we have today."

PP3.4 “I use active

methodologies such as

collaborative projects and

debates to practice these skills

in real contexts. I implement

formative assessments with

rubrics to measure both

academic knowledge and the

development of soft skills."

RR4.3 "Currently, we manage

'learning networks' with first-

grade and early childhood

teachers, who develop skills and

abilities. There are also other

ministerial trainings such as the

'Educating in Family' workshops,

and our focus is not only to apply

it with teachers and students but

also to involve the family.

Within this methodological

organization, we can use talks to

reach students and address the

problems that youth face today.

The support from the DECE is

crucial."

PR4.3 "To integrate soft skills

into the teaching-learning

process, I consider it essential

to design the curriculum with

specific objectives that include

the development of teamwork,

effective communication, and

problem-solving."

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The development of soft skills in secondary education depends on an approach that

combines active methodologies, curriculum adaptation, formative assessment, and

a safe learning environment. However, there are challenges related to teacher

training, the lack of specific resources, and institutional support.

The investigated group identifies active methodologies as another challenge, such

as using Kolb’s cycle and STEAM approaches to promote practical learning.

Cooperative methods like dialogic gatherings and teamwork projects, activities

that promote autonomy and decision-making, are also mentioned. This is

supported by Guerra-Báez (2019), who highlights the need for a comprehensive

approach that promotes social and emotional skills, recognizing their relevance in

the holistic development of students.

Activities are designed according to the reality of the classroom, considering the

specific needs of students and available resources. Soft skills enrich teaching by

creating a participatory and flexible learning environment. There is consensus

about the importance of soft skills in the holistic development of students.

Teachers mention fostering skills such as empathy, teamwork, leadership, and

problem-solving through structured activities like debates, role-playing,

collaborative projects, and gamification, using active methodologies adapted to

the context and practical projects with continuous assessment through the use of

rubrics, recordings, and feedback to evaluate skills. Active participation and group

work are emphasized, with a focus on collaborative learning.

The use of technology is a tool to motivate and teach, alongside gamification

adapted to the individual needs of students, linking learning to practical and

meaningful situations. Olivares (2007) emphasizes that technological

advancements strengthen social and emotional competencies when used

appropriately.

Research Question 3: What soft skills are most valued and developed by teacher

trainees in the PINE program at ULEAM?

Table 5. Soft Skills Questionnaire Applied to Teacher Trainees in the PINE

Program.

Soft Skills

1 Never

2 Almost never

3 Sometimes

4 Almost

always

Always

Teamwork

0.7%

8,2%

39%

37,7%

14,4%

Leadership

2,7%

6,2%

37,7%

32,9%

20,5%

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The study shows that pre-service teachers perceive greater preparation in skills

such as interculturality, adaptability, and decision-making. This finding aligns with

the literature highlighting the importance of adaptability and empathy in a

globalized and diverse educational environment. According to Gómez-Gamero

(2019), skills such as adaptability are essential in the context of the Fourth

Industrial Revolution, where the ability to adjust to different contexts and

situations becomes an added value.

Moreover, interculturality is a crucial skill in higher education, promoting

interaction and enriched learning in diverse environments. (Guerra-Báez, 2019)

On the other hand, decision-making is closely linked to the development of

emotional intelligence and resilience, skills that the Instituto Ayrton Senna (2022)

highlights as essential to face challenges and make decisions under pressure. This

underscores how these soft skills align with the comprehensive training of

teachers, who must be prepared to lead and adapt to different situations in the

classroom.

Regarding assertive communication and problem-solving skills, pre-service

teachers report more limited development in these areas. This may reflect a lack

of continuous practice and institutional support to strengthen these competencies.

According to López et al. (2021), teachers must integrate soft skills such as

effective communication into their pedagogical practice to foster autonomous and

creative learning. The lack of practical training in these aspects could be a factor

Empathy

1,4%

6,8%

30,8%

36,3%

24,7%

Assertive

Communicati

4,1%

51,4%

35,6%

8,9%

Problem

Solving

0,7%

6,8%

55,5%

32,9%

4,1%

Effective

Time

Management

0,7%

12,3%

38,4%

37%

11,6%

Adaptability

1,4%

17,8%

44,5%

36,3%

Decision

Making

3,4%

23,3%

37,7%

35,6%

Interculturali

0,7%

2,1%

16,4%

37,7%

43,2%

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limiting the development of assertive communication, which is crucial for both

interaction with students and conflict resolution in the classroom.

Regarding problem-solving, the literature also suggests that these skills are not

innate but can be developed within the educational context (Busso et al., 2012).

However, the lack of strategies and adequate tools to address problems creatively

and assertively may explain the low level of development perceived by pre-service

teachers. Naranjo (2019) emphasizes the importance of educational innovations

and active methodologies to foster problem-solving.

CONCLUSIONES Y RECOMENDACIONES

Throughout history, education has been a human activity that has not undergone

significant or decisive changes. The so-called "innovations" in this field are often

mere contemporary embellishments to pre-existing formulas, structures, and

procedures. Therefore, true innovation in the educational system must originate

from questioning the most basic concepts of Pedagogy and educational systems.

In this regard, Philosophy becomes a fundamental tool for understanding and

discussing key topics such as the genesis, usefulness, objectives, sources, and

principles of education.

Only by attempting to answer the questions derived from these topics can genuine

innovation be achieved. If these precepts are not deeply understood, it is

impossible to grasp Pedagogy as a science, and, consequently, true innovation

cannot occur.

Throughout this research, the idea is reaffirmed that both teachers and

administrators in public and private secondary education institutions focus their

teaching-learning processes on cognitive knowledge, neglecting essential factors

for professional development, such as soft skills.

These skills, instead of being treated as key competencies, are perceived as mere

"decorations" in pedagogical practices or as extracurricular activities. Therefore,

this research proposes the integration of soft skills into the Ecuadorian education

curriculum, paving the way for a new era in which secondary education prioritizes

soft skills as the central axis of educational development.

Comparing the results obtained with previous research, a general consensus on the

relevance of soft skills for teachers is observed. However, the reviewed studies

350

suggest that, despite their importance, implementing effective strategies for

developing these skills remains a challenge.

The discrepancy in integrating these competencies into curricula and the lack of

adequate resources to strengthen them are recurring issues shared by many studies

in the field.

Future research should delve into how higher education institutions can transform

their teacher training programs to comprehensively include these skills.

It is recommended to explore the impact of specific interventions, such as

professional development programs and continuous training in soft skills, and how

these can improve educational quality and student satisfaction in the classroom.

Finally, although this study provides valuable insight into the state of soft skills in

teacher training, some methodological limitations must be considered. The sample

of teachers analyzed may not reflect the full diversity of educational contexts in

the region, which could influence the generalization of the results.

Nonetheless, the findings are still valid as they are based on a rigorous

methodology that included both interviews and surveys, which allowed for a

comprehensive view of the situation.

In conclusion, this study reinforces the idea that soft skills should be a priority in

initial teacher training. These skills represent a challenge in educational practice,

as they require appropriate personal preparation to be effectively applied in the

professional field.

While teachers recognize the importance of these competencies, they still require

greater institutional support, adequate resources, and practical training to

integrate them effectively.

Educational institutions have the responsibility to offer programs that structurally

include these competencies, ensuring that future educators not only master their

technical discipline but also the emotional and social skills necessary to face the

challenges of the classroom in the 21st century.

351

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