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High Education and University Teaching and Learning Processes: Soft Skills

Author

Listed:
  • Antonio Ragusa

    (Rome Business School, Department of Education, 00196 Rome, Italy)

  • Valeria Caggiano

    (Department of Education, University Roma TRE, 00154 Rome, Italy)

  • Rubén Trigueros Ramos

    (Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Jerónimo J. González-Bernal

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

  • Ana Gentil-Gutiérrez

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

  • Susana Adelina Moreira Carvalho Bastos

    (ISCAP–CEOS.PP, Porto Polytechnic School, Accounting Department, 4200-465 Porto, Portugal)

  • Josefa González-Santos

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

  • Mirian Santamaría-Peláez

    (Department of Health Sciences, University of Burgos, 09001 Burgos, Spain)

Abstract

In the era of globalization and technology, society demands young generations of citizens able to work in a kind of environment characterized by complexity and diversity. Therefore, the education system faces a new kind of challenge, as graduates are reported to need transversal skills, which are unlikely to be learned through traditional classroom teaching. The overall aim of this article is to examine the needs for these skills and their acquisition by higher education teachers to cope with the evolving European labour market of the 2020s. The article envisions the importance of soft skills in the teaching profession. The empirical part consists of a comparative study with Italian and Portuguese teachers, highlighting the status of a set of crucial soft skills (assertiveness, networking skills, teamwork, sensitivity, socialization, action-orientation, ability to work under pressure and social desirability).

Suggested Citation

  • Antonio Ragusa & Valeria Caggiano & Rubén Trigueros Ramos & Jerónimo J. González-Bernal & Ana Gentil-Gutiérrez & Susana Adelina Moreira Carvalho Bastos & Josefa González-Santos & Mirian Santamaría-Pel, 2022. "High Education and University Teaching and Learning Processes: Soft Skills," IJERPH, MDPI, vol. 19(17), pages 1-12, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10699-:d:899593
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    References listed on IDEAS

    as
    1. Valeria Caggiano & Kai Schleutker & Loredana Petrone & Jerónimo González-Bernal, 2020. "Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups," Sustainability, MDPI, vol. 12(10), pages 1-10, May.
    2. Sergio Mérida-López & Natalio Extremera & Maria José Chambel, 2021. "Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
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    Cited by:

    1. Maria Soledad Ramirez-Montoya & Hector G. Ceballos & Sandra Martínez-Pérez & Luis M. Romero-Rodríguez, 2023. "Impact of Teaching Workload on Scientific Productivity: Multidimensional Analysis in the Complexity of a Mexican Private University," Publications, MDPI, vol. 11(2), pages 1-17, May.

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