Interdisciplinary approach to the development of soft skills in the educational process:

integration of knowledge and skills

Authors

  • Lesia Mandro Vasyl Stefanyk Precarpathian National University
  • Svitlana Borysova State Institution “Luhansk Taras Shevchenko National University”
  • Hanna Lykhodieieva State University of Information and Communication Technology
  • Mariia Zapotichna Lviv Polytechnic National University
  • Olesia Tovstukha Luhansk Taras Shevchenko National University

DOI:

https://doi.org/10.14571/brajets.v17.n1.433-444

Keywords:

Soft skills, education, transformation, digitalisation, project method, interdisciplinary approach

Abstract

The development of soft skills is important for the formation of a modern specialist, which makes the teaching of these skills relevant in the course of education. The purpose of the article is to study an interdisciplinary approach to the development of Soft Skills in the educational process through the prism of the study of the integration of knowledge and skills. To achieve this goal, it is proposed to use the methods of content analysis of scientific literature. The scientometric databases Google Scholar, Scopus and Web of Science were used to prepare the article. The search covered the period from 2016 to 2023, without regional restrictions. The choice of sources was based on their relevance to the consideration of an interdisciplinary approach and the integration of knowledge and skills in the educational process. The results indicate that the integration of knowledge and skills within an interdisciplinary approach emphasises the uniqueness of educational scenarios and contributes to broadening students' perspectives by developing a comprehensive approach to solving problems and challenges. The interdisciplinary approach to the development of Soft Skills emphasises the importance of cooperation between specialists from different fields, creating a learning environment that actively develops not only theoretical knowledge but also the skills necessary for success in various spheres of life and professional activity. In the context of the digital transformation of learning and soft skills development, the use of an interdisciplinary approach and the integration of structural and logical links, including educational platforms and participation in research and creative initiatives, is appropriate. The conclusions recommend supplementing study programmes with information about online courses, considering digital educational platforms.

References

Ataeva, N. (2022). Teaching natural sciences through the prism of philosophy: An attempt to define the relationship. Futurity Philosophy, 1(4), 15–28. https://doi.org/10.57125/FP.2022.12.30.02

Avby, G. (2022). An integrative learning approach: Combining improvement methods and ambidexterity. The Learning Organization. https://doi.org/10.1108/tlo-10-2021-0127

Bai, H. (2022). Research of Project-Based Engineering Teaching Method. In H. Bai (Ed.), Proceedings of the 2022 7th International Conference on Modern Management and Education Technology (MMET 2022) (pp. 29-37). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-51-0_5

Bakhmat, N., Kruty, K., Tolchieva, H., & Pushkarova, T. (2022). Modernization of future teachers’ professional training: On the role of immersive technologies. Futurity Education, 2(1), 32–41. https://doi.org/10.57125/FED/2022.10.11.22

Boiko, A. (2021). Innovative development of non-formal education in Ukraine: Definition of soft skills. Theoretical and Methodical Problems of Children and Youth Education, 1(25), 22-33. https://doi.org/10.32405/2308-3778-2021-25-1-22-33

Bukliv, R., Kuchak, A., & Vasylyuk-Zaitseva, S. (2023). Professional training of future academic staff and digitalization of education: Analysis of mutual influences. Futurity Education, 3(1), 76–85. https://doi.org/10.57125/FED.2023.25.03.06

But, V., & Panchenko, G. (2016). Implementation modern forms of lifelong learning in Ukraine. Continuing Professional Education: Theory and Practice, (3-4), 122-126. https://doi.org/10.28925/1609-8595.2016(3-4)122126

Cegolon, A. (2023). Soft skills and general education. Formore - Open Journal per la formazione in rete, 23(1), 112-122. https://doi.org/10.36253/form-13757

Dobrovolska, N., Moroz, L., Shpak, M., Tsekhmister, Y., & Vovchenko, O. (2021). Мotivational mechanisms of emotional intelligence development in practicing psychologists. AD ALTA: Journal of Interdisciplinary Research, 11(2), 54-59. https://www.magnanimitas.cz/ADALTA/110221/papers/A_08.pdf

England, T. K., Nagel, G. L., & Salter, S. P. (2019). Using collaborative learning to develop students’ soft skills. Journal of Education for Business, 95(2), 106–114. https://doi.org/10.1080/08832323.2019.1599797

Enguta Mwenzi, J. E., & Andia Moyamani, E. (2023). Social networks addictions and academic performance of students at the University of Kinshasa. Futurity Education, 3(2), 213–226. https://doi.org/10.57125/FED.2023.06.25.13

Enny, R. (2021). Learning Soft Skills: Expert Strategies to Improve Your Communication Skills: Develop Soft Skills. Independently Published.

Franco, P. F., & DeLuca, D. A. (2019). Learning through action: Creating and implementing a strategy game to foster innovative thinking in higher education. Simulation & Gaming, 50(1), 23–43. https://doi.org/10.1177/1046878118820892

Koniari, D., & Raftoulis, G. (2023). Digital competence and school leadership in Greece. Futurity Education, 3(2), 153–165. https://doi.org/10.57125/FED.2023.06.25.10

Kulichenko, A., Shramko, R., Rakhno, M., & Polyezhayev, Y. (2022). Resistencia educativa bidimensional en el establecimiento educativo terciario moderno de Ucrania. Apuntes Universitarios, 13(1), 474–493. https://doi.org/10.17162/au.v13i1.1351

Kurinnyi, O. V., & Cherkasova, T. A. (2022). Soft skills formation while learning foreign languages. Innovate Pedagogy, 2(44), 7–10. https://doi.org/10.32843/2663-6085/2022/44/2.1

Maciej, P. (2023). Philosophical futurism and the evolution of education: Analyzing personality consciousness, ICT, and forward-thinking pedagogical strategies. Futurity Philosophy, 2(2), 4–16. https://doi.org/10.57125/FP.2023.06.30.01

Mahalli, Nurkamto, J., Mujiyanto, J., & Yuliasri, I. (2019). The implementation of Station Rotation and Flipped Classroom models of blended learning in EFL learning. English Language Teaching, 12(12), 23. https://doi.org/10.5539/elt.v12n12p23

Nedermeijer, J. (2023). Case study design of the workshop ‘Redesign your course in a blended learning course’. In J. Nedermeijer (Ed.), Evidence-Based Blended and Online Learning (pp. 165-183). BRILL. https://doi.org/10.1163/9789004681774_011

Novais, A. S. de, Matelli, J. A., & Silva, M. B. (2023). Fuzzy soft skills assessment through active learning sessions. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-023-00332-7

Ostanina, A., Bazyl, O., Tsviakh, O., & Dovzhuk, N. (2023). Formation of digital competence in higher education students as a basis for the transformation of education of the future. Futurity Education, 3(1), 139–149. https://doi.org/1057125/FED.2023.25.03.10

Piamsa-Nga, P., & Poovarawan, Y. (2020). Design a curriculum with user-experience analysis: Case study computing science curriculum. In P. Piamsa-Nga & Y. Poovarawan, Blended Learning. Education in a Smart Learning Environment (pp. 25-36). Springer International Publishing. https://doi.org/10.1007/978-3-030-51968-1_3

Pinto-Llorente, A. M. (2019). Learner perception of using case study method as a teaching method in higher education. In A. M. Pinto-Llorente, Case Study Methodology in Higher Education (pp. 209-229). IGI Global. https://doi.org/10.4018/978-1-5225-9429-1.ch010

Pliushch, V., & Sorokun, S. (2022). Innovative pedagogical technologies in education system. Revista Tempos e Espaços em Educação, 15(34), e16960. https://doi.org/10.20952/revtee.v15i34.16960

Rosa, C. da S. R., Carvalho, A. G. F., & Barja, P. R. (2022). Soft skills. Revista Univap, 28(57). https://doi.org/10.18066/revistaunivap.v28i57.2592

Saienko, V., Kurysh, N., & Siliutina, I. (2022). Digital competence of higher education applicants: New opportunities and challenges for future education. Futurity Education, 2(1), 42–52. https://doi.org/10.57125/FED/2022.10.11.23

Scheerens, J., Van der Werf, G., & De Boer, H. (2020). Measurement of soft skills in education. In J. Scheerens, G. Van der Werf, & H. De Boer, Soft skills in education (pp. 141-189). Springer International Publishing. https://doi.org/10.1007/978-3-030-54787-5_6

Sumarni, N., Budiani, N., & Marliani, L. (2023). Engineering learning model in improving hard skills and soft skills kindergarten level. Scientia, 2(2), 105–110. https://doi.org/10.51773/sssh.v2i2.237

Truitt, A. A., & Ku, H.-Y. (2018). A case study of third grade students’ perceptions of the station rotation blended learning model in the United States. Educational Media International, 55(2), 153–169. https://doi.org/10.1080/09523987.2018.1484042

Tsekhmister, Y. V., Kotyk, T. M., Matviienko, Y. S., Rudenko, Y. A., & Ilchuk, V. V. (2021). The effectiveness of augmented reality technology in STEAM education. Apuntes Universitarios, 12(1), 250–267. https://doi.org/10.17162/au.v11i5.932

Tsekhmister, Y., Konovalova, T., & Tsekhmister, B. (2022). Quality control of educational process in the lyceum of medical profile when learning in distance mode during the COVID-19 pandemic. Revista Amazonia Investiga, 11(57), 121–132. https://doi.org/10.34069/ai/2022.57.09.13

Tsekhmister, Y., Vizniuk, I., Humeniuk, V., Dolynnyi, S., & Polishchuk, A. (2022). Formation of professional skills of future physicians in the process of professional training. Revista Eduweb, 16(2), 180–193. https://doi.org/10.46502/issn.1856-7576/2022.16.02.13

Zahorodna, O., Saienko, V., Tolchieva, H., Tymoshchuk, N., Kulinich, T., & Shvets, N. (2022). Developing communicative professional competence in future economic specialists in the conditions of postmodernism. Postmodern Openings, 13(2), 77–96. https://doi.org/10.18662/po/13.2/444

Downloads

Published

2024-03-28

Issue

Vol. 17 No. 1 (2024)

Section

Innovations and Challenges in Higher Education

License

Copyright (c) 2024 Lesia Mandro, Svitlana Borysova, Hanna Lykhodieieva, Mariia Zapotichna, Olesia Tovstukha

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.

Most read articles by the same author(s)