Soft skills development in ICT students: an evaluation of teaching methods by university educators

Abstract

Background and context: The study explores the role of teaching methods in fostering soft skills among information and communication technology (ICT) students in university degree programs. As the ICT sector increasingly values soft skills, aligning educational approaches with industry demands has become essential. The research surveyed expert lecturers in telecommunications, computer science, and electronics at various technological universities. Objective: This study aims to evaluate and propose effective teaching models that emphasize soft skills acquisition in ICT degree courses, identifying the skills developed by different teaching methods and determining the most impactful approaches. Method: Utilizing a survey of expert lecturers across different technological fields, the study assessed teaching contexts in on-campus environments. A statistical analysis was conducted to explore the relationship between teaching methods and soft skill development, including a correlation analysis to determine the effectiveness of specific methodologies. Findings: The study concludes that the combination of cooperative learning (group method) and the learning contract (individual method) effectively develops the five key soft skills essential for ICT engineers. Project-based learning (PBL) and problem-based learning (PBL) emerged as the most effective methodologies for fostering these skills, although implementing both simultaneously may be redundant due to their overlapping benefits. However, the skills of innovation, flexibility, creativity, and proactivity are not adequately developed by the examined teaching methods, indicating a need for specific instructional modules. Implications: The findings offer valuable insights for the ICT Education community, proposing adaptable teaching methodologies for ICT degree programs that effectively develop soft skills critical to the technological and business landscapes. These recommendations extend beyond the immediate scope of the study, suggesting broader applications in university-level training.

Keywords

• ICT engineering education
• active learning
• soft skills
• employability
• university teaching methods
• student-centered learning