Article Sidebar

Submitted
Oct 30, 2021
Accepted
Sep 7, 2022
Published
Sep 8, 2022
Download
PDF PDF
Statistic
Read Counter : 4266 Download : 21527

Main Article Content

Abstract

Soft skills are becoming increasingly important in the workplace. Due to their interpersonal nature and experiential face-to-face reality, they are often touted as nearly impossible to develop online; our study finds that an increasing body of literature is offering evidence and solutions to overcome impediments and promote digital technologies use in soft skills training. This review aims to perform a state of the art on the research on digital solutions for soft skills training using a systematic review of literature.


A systematic literature review following the PRISMA statement was conducted on the ISI Web of Science, where from 109 originally collected papers, 37 papers were held into consideration for the in-depth analysis.


This paper aims at bringing clarity for both research and practice to facilitate and promote more effective online training initiatives as well as innovative solutions for training in different areas.


In recent years, the global economy has been facing structural changes, rapidly evolving into the world of digital transformation. The unpredictability of the nature and pace of the changes will make it crucial that individuals in groups, organizations and societies alike develop skills for dealing with all kinds of situations, especially soft skills and in particular emotional and social competencies. In this work we look into the literature in a systematic way in order to understand the types of competences most addressed, most commonly used techniques and positive and negative results of the training...

Keywords

Soft Skills Trasversal Skills Online Digital Systematic Review

Article Details

Creative Commons License

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

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Coelho, M. J., & Martins, H. (2022). The future of soft skills development: a systematic review of the literature of the digital training practices for soft skills. Journal of E-Learning and Knowledge Society, 18(2), 78-85. https://doi.org/10.20368/1971-8829/1135576

References

  1. Ahmed, F., Capretz, L. F., Bouktif, S., & Campbell, P. (2012). Soft skills requirements in software development jobs: A cross-cultural empirical study. Journal of Systems and Information Technology, 14(1), 58–81. https://doi.org/10.1108/13287261211221137
  2. Andrews, J., & Higson, H. (2008). Graduate employability, “soft skills” versus “hard” business knowledge: A european study. Higher Education in Europe, 33(4), 411–422. https://doi.org/10.1080/03797720802522627
  3. Asonitou, S. (2015). Employability Skills in Higher Education and the Case of Greece. Procedia - Social and Behavioral Sciences, 175, 283–290. https://doi.org/10.1016/j.sbspro.2015.01.1202
  4. Baron, R. M. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18(1), 13–25. http://www.psicothema.com/psicothema.asp?id=3271
  5. Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1), 97–130. https://doi.org/10.18421/IJQR10.01-05
  6. Cinque, M. (2017). Moocs and soft skills: A comparison of different courses on creativity. Journal of E-Learning and Knowledge Society, 13(3), 83–96. https://doi.org/10.20368/1971-8829/1386
  7. Clarke, S. J., Peel, D. J., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education. International Journal of Serious Games, 4(3), 73–86. https://doi.org/10.17083/ijsg.v4i3.180
  8. Cook, A., Smith, D. & Booth, A. (2012). Beyond PICO: the SPIDER tool for qualitative evidence synthesis. Qualitative Health Research, 22(10):1435-43.
  9. Garcia, I., Pacheco, C., Méndez, F., & Calvo-Manzano, J. A. (2020). The effects of game-based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review. Computer Applications in Engineering Education, 28(5), 1327–1354. https://doi.org/10.1002/cae.22304
  10. Glazunova, O., Voloshina, T., & Korolchuk, V. (2020). Hybrid cloud-oriented learning environment for IT student project teamwork. Information Technologies and Learning Tools, 77(3), 114–129. https://doi.org/10.33407/itlt.v77i3.3210
  11. Golowko, N. (2018). The need for digital and soft skills in the romanian business service industry. Management and Marketing, 13(1), 831–847. https://doi.org/10.2478/mmcks-2018-0008
  12. Holohan, A., & Holohan, A. (2019). Transformative Training in Soft Skills for Peacekeepers : Gaming for Peace Transformative Training in Soft Skills for Peacekeepers : Gaming for Peace. International Peacekeeping, 0(0), 1–23. https://doi.org/10.1080/13533312.2019.1623677
  13. Ibanez-Carrasco, F., Worthington, C., Rourke, S. & Hastings, C. (2020). Universities without Walls: A Blended Delivery Approach to Training the Next Generation of HIV Researchers in Canada. International Journal of Environmental Research, 17, 4265.
  14. Jonassen, D. (2011). Supporting Problem Solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 9–27. https://doi.org/10.7771/1541-5015.1256
  15. Laker, D., & Powell, J. (2011). The Differences Between Hard and Soft Skills and Their Relative Impact on Training Transfer. Human Resource Development Quartely, 22(1), 111–122. https://doi.org/10.1002/hrdq.20063 111
  16. Lyons, P., & Bandura, R. P. (2020). Skills needs, integrative pedagogy and case-based instruction. Journal of Workplace Learning, 1–15. https://doi.org/10.1108/JWL-12-2019-0140
  17. Mahajan, R., Gupta, P., & Singh, T. (2019). Massive Open Online Courses : Concept and Implications. Indian Pediatrics, 56, 489–495. https://link.springer.com/article/10.1007/s13312-019-1575-6
  18. Marques, J. (2013). Understanding the Strength of Gentleness: Soft-Skilled Leadership on the Rise. Journal of Business Ethics, 116(1), 163–171. https://doi.org/10.1007/s10551-012-1471-7
  19. Martins, H., Rouco, C., Piedade, L., & Borba, F. (2020). Soft Skills for Hard Times: Developing a Framework of Preparedness for Overcoming Crises Events in Higher Education Students.
  20. Merilainen, M., Rikka, A., Kultima, A., & Stenros, J. (2020). Game Jams for Learning and Teaching : International Journal Of Game-Based Learning, 10(2), 54–71. https://doi.org/10.4018/IJGBL.2020040104
  21. Miller, A. (2018). Innovative management strategies for building and sustaining a digital initiatives department with limited resources Digital Library Perspectives, 34(2), 117-136.
  22. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Reprint- Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. 89(9), 873–880. https://academic.oup.com/ptj/article/89/9/873/2737590
  23. Page MJ, Moher D, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, Chou R, Glanville J, Grimshaw JM, Hróbjartsson A, Lalu MM, Li T, Loder EW, MayoWilson E, McDonald S, McGuinness LA, Stewart LA, Thomas J, Tricco AC, Welch VA, Whiting P, McKenzie JE.(2021) PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. British Medical Journal;372(160). doi: 10.1136/bmj.n160
  24. Pisoni, G. (2019). Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education. MDPI, 2–13. https://doi.org/10.3390/educsci9020124
  25. Poce, A., Agrusti, F., & Rosaria Re, M. (2017). Mooc design and heritage education. Developing soft and work-based skills in higher education students. Journal of E-Learning and Knowledge Society, 13(3), 97–107. https://doi.org/10.20368/1971-8829/1385
  26. Rasipuram, S., & Jayagopi, D. B. (2020). Automatic multimodal assessment of soft skills in social interactions : a review. Multimedia Tools and Applications, 13037–13060. https://doi.org/https://doi.org/10.1007/s11042-019-08561-6
  27. Rhodes, A., Danaher, M. & Kranov, A (2018). Concurrent direct assessment of foundation skills for general education. On the Horizon, 26, 2, 79-90
  28. Roberts, J. (2019). Online learning as a form of distance education : Linking formation learning in theology to the theories of distance education. AOSIS, 75(1), 1–9. https://hts.org.za/index.php/hts/article/view/5345
  29. Rudenkol, L. G., Larionova, A. A., Zaitseva, N. A., Kostryukova, O. N., Bykasova, E. V, Garifullina, R. Z., & Safin, F. M. (2018). Conceptual Model Of Training Personnel For Small Business Services In The Digital Economy. Modern Journal of Language Teaching Methods, 8(5), 283–296. http://mjltm.org/files/site1/user_files_a9608a/admin-A-10-1-114-60193c9.pdf
  30. Schech, S., Kelton, M., Carati, C., & Kingsmill, V. (2017). Simulating the global workplace for graduate employability. Higher Education Research and Development, 36(7), 1476–1489. https://doi.org/10.1080/07294360.2017.1325856
  31. Schneider, L. N., Meirovich, A., & Dolev, N. (2020). Soft Skills On-Line Development in Times of Crisis. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 122–129. https://doi.org/10.18662/rrem/12.1sup2/255
  32. Stracke, C. M. (2017). The Quality of MOOCs : How to Improve the Design of Open Education and Online Courses for Learners ? 4th International Conference, Learning and Collaboration Technologies 2017, Part I, LNCS 10295, 285– 293. https://doi.org/10.1007/978-3-319-58509-3
  33. Tseng, H., Yi, X., & Yeh, H. Te. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95(November 2018), 179–186. https://doi.org/10.1016/j.chb.2018.11.035
  34. Vasileva, E. (2018). Developing the Creative Abilities and Competencies of Future Digital Professionals. Automatic Documentation and Mathematical Linguistics, 52(5), 248–256
  35. Virkus, S. (2019). The use of Open Badges in library and information science education in Estonia. Education for Information, 35(2), 155-172.

DB Error: Unknown column 'Array' in 'where clause'