Digital representation of soft skills development for bachelors in vocational education (digital technologies) in professional training

Abstract

Abstract: The article substantiates the necessity of developing soft skills among bachelor students of vocational education in the field of digital technologies as a key element of their professional training. A pedagogical model is proposed that integrates interactive methods and digital platforms for the formation of communicative, reflective, and teamwork competencies. The model includes the principles of systemicity and practice-orientation, an algorithm for implementing methods (project-based learning, case studies, gamification, training sessions), and evaluation criteria for soft skills adapted to the conditions of distance learning. The methodological basis comprises the analysis of scientific literature, empirical observation of the learning process, content analysis of students’ works, and the generalization of pedagogical experience in teaching the disciplines Programming, IT Project Management, and Cybersecurity at a higher education institution temporarily relocated due to martial law. Particular attention is paid to the adaptation of digital tools (Jira, Trello, Coursera) for the development of soft skills within the mentioned disciplines. It is shown that the model helps overcome stereotypes about the secondary role of soft skills and partially implements the principles of dual education in a distance format. The use of interactive methods and digital platforms enhances students’ motivation, develops their self-organization, communication abilities, and reflection. Methodological recommendations for teachers on integrating soft skills into the educational process are provided. Prospects for further research are related to improving the model for dual education and developing universal criteria for assessing soft skills in a digital educational environment.