Ways and Mechanisms for Developing Soft Skills in Future University Lecturers

Abstract

The article explores the theoretical and practical aspects of forming "soft skills" in future university teachers amidst the transformation of the modern educational paradigm. The relevance of the work is driven by rapid technological development and changing requirements for academic staff, where the classic training model, focused exclusively on "hard skills," proves insufficient to ensure the quality of education. Within the scope of the study, the genesis of the concepts "soft skills" and "hard skills" is analyzed, and their key differences are defined based on criteria such as nature, purpose, speed of formation, and duration. It is substantiated that soft skills are a decisive factor for career success and professional self-actualization in teaching activities. Special attention is paid to psychological mechanisms, particularly the development of emotional intelligence, critical thinking, teamwork abilities, and stress resistance in conditions of uncertainty. The practical significance of the work is presented through a description of the author's approaches to implementing training and interactive technologies in the educational process. The structure and content of a training cycle aimed at increasing the emotional stability of future teachers are disclosed in detail, including the diagnosis of emotional state, analysis of stress sources (specifically in wartime conditions), and the mastery of coping strategies and self-regulation techniques. Furthermore, the experience of modernizing the academic discipline "Methods of Teaching and Upbringing in Institutions of Pre-higher and Higher Education" through the integration of artificial intelligence tools is highlighted, which promotes the development of media literacy and a critical attitude toward information. It is emphasized that the systematic formation of soft skills is strategically important for increasing the competitiveness of young teachers and creating a qualitatively new model of interaction between the subjects of the educational process. The article proposes a comprehensive approach that combines a theoretical substantiation of the teacher's competency model with specific methodological recommendations for its implementation in higher education.