The Influence of Psychological and Pedagogical Disciplines on the Development of Soft Skills in Students of the Economic University
DOI:
https://doi.org/10.63437/3083-6425-2026-1(100)-06Keywords:
soft skills, students of economic university, psychological and pedagogical disciplinesAbstract
This article explores the impact of psychological and pedagogical disciplines on the development of soft skills among
students at economic universities. The study aims to defi ne a comprehensive soft skills model, determine the importance of these
skills for economics students, and assess how specifi c psychological and pedagogical courses contribute to their formation. A
thorough analysis of psychological and pedagogical literature allowed the authors to clarify the essence, content, and structural
components of the soft skills phenomenon, as well as to review contemporary research on nurturing these abilities in university
students.
The proposed soft skills model for economics students is structured as an integrated set of interconnected competencies
divided into three core clusters: eff ective communication skills (including active listening, providing feedback, emotional
intelligence, confl ict resolution, adaptability and persuasion in communication, public speaking, and teamwork); modern
thinking skills (systemic, critical, and creative thinking); and personal eff ectiveness skills (purposefulness, self-organization,
refl exivity, stress resistance, and adaptability). This structure refl ects the multifaceted demands of the modern economic
professional.
The article presents fi ndings from an empirical study conducted among fi rst- and second-year undergraduate students
specializing in International Economics and Professional Education (Economics) at Vadym Hetman Kyiv National Economic
University. The research employed a mixed-method approach, including a questionnaire survey distributed via Google Forms,
content analysis, and statistical data processing using SPSS 26.0 (calculation of importance, impact, and change indices, as
well as average percentages of response choices for skill groups).
The results indicate that the vast majority of students recognize the high importance of soft skills for their future careers.
Key motivations for mastering these skills include eff ective interpersonal interaction, successful career building, and rapid
adaptation to change. Students identifi ed the most critical soft skills as: the ability to listen and understand others, confl ict
resolution, critical thinking, adaptability, and stress resistance. Furthermore, respondents highly valued the role of psychological
and pedagogical disciplines in developing all three groups of soft skills. The strongest positive impact was observed in the area
of communication skills, particularly in teamwork, public speaking, and confl ict resolution. An overwhelming majority of
students advocated for making such disciplines compulsory. The most eff ective teaching methods for soft skills development
within these courses were identifi ed as discussions and debates, small group work, psychological testing, presentations, and
case study analysis. Students reported the most signifi cant improvements in thinking skills and eff ective communication. Based
on these fi ndings, the article proposes directions for further enhancing soft skills development, including increasing practical
activities, promoting collaborative learning, revising assessment systems, and introducing specialized trainings.
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References
Використані літературні джерела
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