Integration of soft skills into the curriculum to improve the professional profile of university students

Abstract

Higher education faces the challenge of preparing professionals who possess not only technical knowledge but also soft skills that enhance their performance in dynamic work environments. In this context, the present study aimed to analyze the relationship between soft skills and the academic level of students enrolled in the Applied Mathematics program at the Technical University of Manabí. The research followed a quantitative approach, with a non-experimental, cross-sectional design and an exploratory-correlational scope. The sample consisted of 37 students from the first three semesters of the program, who were evaluated by faculty members using an observation checklist based on a five-point Likert-type scale. Descriptive statistics, Multiple Correspondence Analysis, and Kendall’s Tau-c coefficient were applied. The results revealed an association structure among the soft skills evaluated, indicating an interconnected pattern. Furthermore, most of these skills showed no statistically significant association with academic level; however, active listening and emotional intelligence showed significant associations. It is concluded that the development of soft skills among university students depends not only on academic level but also on the pedagogical strategies implemented throughout the educational process.