ANÁLISE DAS PERSPECTIVAS DE DESENVOLVIMENTO DE COMPETÊNCIAS TRANSVERSAIS NA EDUCAÇÃO DO FUTURO
TENDÊNCIAS E RISCOS
DOI:
https://doi.org/10.18316/rcd.v16i44.12035Palavras-chave:
Inteligência emocional, Pensamento crítico, Adaptabilidade, Trabalho em equipa, Comunicação interpessoal, Adaptação à mudançaResumo
No mundo de hoje, a importância dos valores e das habilidades comportamentais (soft skills) está se tornando cada vez mais evidente tanto para o sucesso profissional quanto para a vida pessoal. O aumento da globalização nas últimas décadas tornou as exigências em relação a essas habilidades mais complexas, já que os profissionais trabalham cada vez mais em equipes multidisciplinares e interculturais, falam múltiplos idiomas e operam em contextos geopolíticos diversos. O objetivo do estudo é realizar uma revisão abrangente da literatura sobre o desenvolvimento de soft skills na educação futura, identificar as principais tendências que influenciam o desenvolvimento dessas habilidades e identificar os potenciais riscos associados à sua integração nos programas educacionais. O artigo também visa fornecer recomendações para instituições educacionais e professores sobre como implementar efetivamente as soft skills no processo de aprendizado. Métodos - para atingir o objetivo da pesquisa, foi realizada uma revisão de literatura, coletando e analisando artigos científicos, livros, relatórios e outras fontes relacionadas às soft skills e seu papel na educação. Também foi estudada a experiência internacional na introdução das soft skills nos currículos. Os resultados do trabalho mostraram a desigualdade das respostas educacionais a esses desafios em diferentes países, que se tornou evidente durante a análise. A educação na área de desenvolvimento de soft skills sofreu poucas mudanças, o que é preocupante, dado o valor dessas habilidades na formação de valores e padrões comportamentais. A pandemia de Covid-19 destacou a necessidade crítica de desenvolver habilidades como consideração pelos outros e responsabilidade coletiva. Isso se tornou não apenas uma necessidade, mas também uma questão de sobrevivência, destacando que o bem-estar depende de esforços coletivos, onde todos têm um papel a desempenhar. No contexto da pandemia, ficou claro que a educação não deve se concentrar apenas no conhecimento acadêmico, mas também no desenvolvimento da capacidade dos estudantes de influenciar o mundo e a sociedade de maneira positiva. Conclusões - A integração das melhores práticas do turismo nos currículos de soft skills pode ser uma área importante de foco. Isso permitirá que os estudantes não apenas adquiram conhecimento, mas também desenvolvam habilidades de adaptação, cooperação e comunicação eficaz em diferentes contextos culturais.
Referências
ABIMBOLA, B. O.; OYATOYE, E. O.; OYENUGA, O. G. Total quality management, employee commitment and competitive advantage in Nigerian tertiary institutions. A study of the University of Lagos. International Journal of Production Management and Engineering, v. 8, n. 2, p. 87-98, 2020. Available from: https://riunet.upv.es/handle/10251/148540 . Accessed: 20 aug. 2024.
ALMEIDA, F.; BUZADY, Z. Development of soft skills competencies through the use of FLIGBY. Technology, Pedagogy and Education, v. 31, n. 4, p. 417-430, 2022. Available from: https://doi.org/10.1080/1475939X.2022.2058600. Accessed: 20 aug. 2024.
ALMEIDA, F.; MORAIS, J. Strategies for developing soft skills among higher engineering courses. Journal of Education, v. 203, n. 1, p. 103-112, 2023. Available from: https://doi.org/10.1177/00220574211016417. Accessed: 20 aug. 2024.
ANASTASIADOU, S.; TARAZA, E. Total quality management: implementation of the Six Sigma methodology for improving quality in higher education. In: ICERI2019 Proceedings. IATED, 2019, p. 9533-9537. Available from: https://doi.org/10.21125/iceri.2019.2318 . Accessed: 20 aug. 2024.
ANGGAL, N. Quality-oriented teacher recruitment for sustainable development goals (SDGs) education in developing countries. Educationist: Journal of Educational and Cultural Studies, v. 1, n. 1, p. 17-24, 2022. Available from: https://jurnal.litnuspublisher.com/index.php/jecs/article/view/2 . Accessed: 20 aug. 2024.
ASIYAI, R. I. Best practices for quality assurance in higher education: implications for educational administration. International Journal of Leadership in Education, p. 1-13, 2020. Available from: https://doi.org/10.1080/13603124.2019.1710569 . Accessed: 20 aug. 2024.
ATSTSAURY, S.; HADIYANTO, H.; SUPIAN, S. Principal’s strategy to improve teachers’ professional competence. Munaddhomah: Jurnal Manajemen Pendidikan Islam, v. 5, n. 1, p. 1-10, 2024. Available from: https://pasca.jurnalikhac.ac.id/index.php/munaddhomah/article/view/775 . Accessed: 20 aug. 2024.
BERAKI, M. T.; TESSEMA, M. T.; PLECKA, M.; ABDOURRAHMANE, M. Factors affecting the implementation of Total Quality Management (TQM) in small and medium-sized enterprises: The case of South Africa. Journal of Organizational Culture Communications and Conflict, v. 26, n. 3, p. 1-14, 2022. Available from: https://www.researchgate.net/publication/361742664_ . Accessed: 20 aug. 2024.
BÖRNER, K.; SCRIVNER, O.; GALLANT, M.; MA, S.; LIU, X.; CHEWNING, K.; Wu, L.; EVANS, J. A. Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy. Proceedings of the National Academy of Sciences, v. 115 n. 50, p. 12630-12637, 2018. Available from: https://doi.org/10.1073/pnas.1804247115 . Accessed: 20 aug. 2024.
BROWNLIE, N.; BURKE, K.; VAN DER LAAN, L. Quality indicators of effective teacher-created summative assessment. Quality Assurance in Education, v. 32, n. 1, p. 30-45, 2024. Available from: https://www.emerald.com/insight/content/doi/10.1108/QAE-04-2023-0062/full/html . Accessed: 20 aug. 2024.
CARATOZZOLO, P.; SIRKIS, G.; PILOTO, C.; CORREA, M. Skills obsolescence and education global risks in the fourth industrial revolution. In: 2020 IFEES World Engineering Education Forum-Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020, p, 1-5. Available from: https://doi.org/10.1109/WEEF-GEDC49885.2020.9293687 . Accessed: 20 aug. 2024.
CHAIYA, C.; AHMAD, M. M. Success or failure of the Thai higher education development- Critical factors in the policy process of quality assurance. Sustainability, v. 13, n. 17, article number 9486, 2021. Available from: https://doi.org/10.3390/su13179486 . Accessed: 20 aug. 2024.
CHANDA, P. Teacher concerns regarding the adoption of continuous assessment: The case of Kwekwe District secondary schools, Zimbabwe. Journal of Research Innovation and Implications in Education, v. 6, n. 1, p. 400-410, 2022. Available from: https://futurity-education.com/index.php/fed/article/view/305 . Accessed: 20 aug. 2024.
CHEN, N.; YANG, Y. The impact of customer experience on consumer purchase intention in cross-border E-commerce-Taking network structural embeddedness as mediator variable. Journal of Retailing and Consumer Services, v. 59, article number 102344, 2021. Available from: https://doi.org/10.1016/j.jretconser.2020.102344 . Accessed: 20 aug. 2024.
CHEN, Q.; CHEN, N.; YANG, Y. The impact of college students’ perceived service quality in the context of regional integration of education. SAGE Open, p. 1-14, 2023. Available from: https://doi.org/10.1177/21582440231197505. Accessed: 20 aug. 2024.
CHENG, C. H.; WANG, Y. C.; LIU, W. X. Exploring the related factors instudents’ academic achievement for the sustainable education of rural areas. Sustainability, v. 11, n. 21, article number 5974, 2019. Available from: https://doi.org/10.3390/su11215974 . Accessed: 20 aug. 2024.
CHIKUVADZE, P.; ZUVA, J.; PAGAN’A, J. Exploring the implementation of continuous assessment learner activities in marginalized Zimbabwean secondary schools: A literature perspective. Vietnam Journal of Educational Sciences, v. 18, n. 4, p. 49-59, 2022. Available from: http://vjes.edu.vn/exploring-implementation-continuous-assessment-learner-activities-marginalized-zimbabwean-0 . Accessed: 20 aug. 2024.
CHINGARA, R. Leadership and organisational structure as requisite for Total Quality Management to improve academic quality in schools in Zimbabwe. Unpublished PhD thesis, North West University, 2019. Available from: https://repository.nwu.ac.za/handle/10394/33181 . Accessed: 20 aug. 2024.
COSTA, C.; MURPHY, M.; PEREIRA, A. L.; TAYLOR, Y. Higher education students’ experiences of digital learning and (dis) empowerment. Australasian Journal of Educational Technology, v. 34, n. 3, 2018. Available from: https://doi.org/10.14742/ajet.3979 . Accessed: 20 aug. 2024.
CULCASI, I.; RUSSO, C.; CINQUE, M. E-service-learning in higher education: Modelization of technological interactions and measurement of soft skills development. Journal of Higher Education Outreach and Engagement, v. 26, n. 3, 2022. Available from: https://openjournals.libs.uga.edu/jheoe/article/view/2653. Accessed: 20 aug. 2024.
DE ÁGUA, P. M. G. B.; DA SILVA FRIAS, A. D.; CARRASQUEIRA, M. D. J.; DANIEL, J. M. M. Future of maritime education and training: blending hard and soft skills. Pomorstvo, v. 34, n. 2, p. 345-353, 2020. Available from: https://hrcak.srce.hr/clanak/360697 . Accessed: 20 aug. 2024.
DEAN, S. A. Soft skills needed for the 21st century workforce. Walden University, 2017. Available from: https://www.proquest.com/openview/01b0aeeffe7900aa19e138603efd18fe/1?pq-origsite=gscholar&cbl=18750. Accessed: 20 aug. 2024.
DLAMINI, B. T. P. The professional development of lecturers in a Higher Education Institution in Eswatini: A case study. PhD dissertation, Stellenbosch: Stellenbosch University, 2022. Available from: https://scholar.sun.ac.za/handle/10019.1/124522 . Accessed: 20 aug. 2024.
DZHYM, V.; SAIENKO, V.; POZDNIAKOVA, O.; ZHADLENKO, I.; KONDRATENKO, V. Intensification of sport activities in the process of training higher education seekers of various specialities. Revista Eduweb, v. 17, n. 2, p. 43-53, 2023. Available from: https://doi.org/10.46502/issn.1856-7576/2023.17.02.4 . Accessed: 20 aug. 2024.
ELEJE, L. I.; ONUIGBO, C. F.; METU, I. C.; EJINKONYE, F. O.; ENEMOUH, U. S. Influence of secondary school students’ use of calculators on their numerical skills. Futurity of Social Sciences, v. 2, n. 3, p. 18–40, 2024. Available from: https://doi.org/10.57125/FS.2024.09.20.02. Accessed: 20 aug. 2024.
GASVA, D.; PHIRI, R. J. Adoption of the new primary school curriculum in ZImbabwe: Implications for staff development and quality education. South Asian Research Journal of Humanities & Social Sciences, v. 2, n. 4, p. 224-231, 2020. Available from: https://doi.org/10.36346/sarjhss.2020.v02i04.001 . Accessed: 20 aug. 2024.
GOLOD, N.; TOLCHIEVA, H.; BILYK, V.; ROMANENKO, V.; BOIAGINA, O.; BIRIUKOVA, T. The state of health of female students of a special medical group: factors of deterioration and educational ways to improve. Revista Românească pentru Educaţie Multidimensională, v. 14, n. 3, p. 325-346, 2022. Available from: https://doi.org/10.18662/rrem/14.3/612 . Accessed: 20 aug. 2024.
JASTI, N. V. K.; VENKATESWARAN, V.; KOTA, S. Total Quality Management in higher education: A literature review on barriers, customers and accreditation. The TQM Journal, v. 2, p. 10-18, 2021. Available from: https://www.emerald.com/insight/content/doi/10.1108/TQM-11-2020-0256/full/html . Accessed: 20 aug. 2024.
KALDYGOZOVA, S. Using mobile technologies in distance learning: A Scoping Review. E-Learning Innovations Journal, v. 2, n. 1, p. 4–22, 2024. https://doi.org/10.57125/ELIJ.2024.03.25.01. Accessed: 20 aug. 2024.
KILAG, O. K. T.; MALBAS, M. H.; MIÑOZA, J. R.; LEDESMA, M. M. R.; VESTAL, A. B. E.; SASAN, J. M. V. The views of the faculty on the effectiveness of teacher education programs in developing lifelong learning competence. European Journal of Higher Education and Academic Advancement, v. 1, n. 2, p. 92-102, 2024. Available from: https://garuda.kemdikbud.go.id/documents/detail/3879443 . Accessed: 20 aug. 2024.
KOLESNIK, K.; OLIINYK, N.; KOMARIVSKA, N.; KAZMIRCHUK, N.; IMBER, V. Future-teacher soft skills development in the context of Ukraine’s integration into the European higher education area. International Journal of Learning, Teaching and Educational Research, v. 22, n. 2, p. 413-431, 2023. Available from: http://www.ijlter.net/index.php/ijlter/article/view/1536 . Accessed: 20 aug. 2024.
KRANIOTI, A.; BRONI, G. Teachers' views on the role of leadership in the implementation of total quality management. Education Journal, v. 12, n. 1, p. 38-43, 2023. Available from: https://www.sciencepublishinggroup.com/article/10.11648/j.edu.20231201.15 . Accessed: 20 aug. 2024.
KULICHENKO, A. K.; SOTNIK, T. V.; STADNYCHENKO, K. V. Electronic portfolio as a technique of developing creativity of a foreign language teacher. Information Technologies and Learning Tools, vol. 66, n. 4, p. 286-304, 2018. Available from: https://doi.org/10.33407/itlt.v66i4.2178 . Accessed: 20 aug. 2024.
MA’RUF, M. R.; ANGGERIA, E.; SIREGAR, R. F.; SINAGA, E. S.; AMINAH, RAHMI, I. M.; SIREGAR, P. S.; KABAN, F. B. Application of Swedish massage therapy for lower extremities to alleviate muscle cramps in chronic kidney disease patients. Futurity Medicine, v. 3, n. 4, 2024. Available from: https://doi.org/10.57125/FEM.2024.12.30.01. Accessed: 20 aug. 2024.
MARGALIT, N.; PINCAVAGE, A. T. Feedback as dialogue for faculty: From peer review to peer‐to‐peer coaching. Medical Education, v. 57, n. 2, p. 118, 2023. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10099507/ . Accessed: 20 aug. 2024.
MARTYNIUK, O. O.; MARTYNIUK, O. S.; PANKEVYCH, S.; MUZYKA, I. Educational direction of STEM in the system of realization of blended teaching of physics. Educational Technology Quarterly, v. 2021, n. 3, p. 347-359, 2021. Available from: https://doi.org/10.55056/etq.39 . Accessed: 20 aug. 2024.
MATAKA, T.; MATEE, L. G.; HOKONYA, W. M. Continuous assessment learning activity: An overdue progressive assessment approach compromisingly implemented. International Journal of All Research Writings, v. 4, n. 1, p. 57-68, 2022. Available from: https://www.researchgate.net/publication/367190587_International_Journal_of_All_Research_Writings_57_CONTINUOUS_ASSESSMENT_LEARNING_ACTIVITY_AN_OVERDUE_PROGRESSIVE_ASSESSMENT_APPROACH_COMPROMISINGLY_IMPLEMENTED . Accessed: 20 aug. 2024.
MATHUR, S.; ANTONY, J.; OLIVIA, M.; FABIANE LETÍCIA, L.; SHREERANGA, B.; RAJA, J.; AYON, C. An empirical study into the use of 7 quality control tools in higher education institutions (HEIs). The TQM Journal, v. 35, n. 7, p. 1777-1798, 2023. Available from: https://www.emerald.com/insight/content/doi/10.1108/TQM-07-2022-0222/full/html . Accessed: 20 aug. 2024.
ODYNETS, O. Philosophy of health within the metamodern worldview paradigm. Futurity Philosophy, v. 3, n. 3, p. 42–59, 2024. Available from: https://doi.org/10.57125/FP.2024.09.30.03. Accessed: 20 aug. 2024.
POVIDAICHYK, O.; VYNOGRADOVA, O.; PAVLYUK, T.; HRABCHAK, O.; SAVELCHUK, I.; DEMCHENKO, I. Research activities of students as a way to prepare them for social work: adopting foreign experience in Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, v. 14, n. 1Sup1, p. 312-327, 2022. Available from: https://doi.org/10.18662/rrem/14.1Sup1/553 . Accessed: 20 aug. 2024.
REDKO, K.; RIZNYK, D.; NIKOLAIEV, S.; YATSENKO, O.; SHUPLAT, O. The role of investment in creating a sustainable financial future: strategies and tools. Futurity Economics & Law, v. 4, n. 3, p. 20–33, 2024. Available from: https://doi.org/10.57125/FEL.2024.09.25.02. Accessed: 20 aug. 2024.
RIDEI, N. Analysis of professional competencies in the characteristics of the teacher of the future: global challenges of our time. Futurity Education, v. 1, n. 1, p. 26-36, 2021. Available from: https://doi.org/10.57125/FED.2022.10.11.3. Accessed: 20 aug. 2024.
SCHEERENS, J.; VAN DER WERF, G.; DE BOER, H. Soft skills in education. Springer International Publishing, 2020. Available from: https://link.springer.com/book/10.1007/978-3-030-54787-5. Accessed: 20 aug. 2024.
SZILÁRD, S.; BENEDEK, A.; IONEL-CIOCA, L. Soft skills development needs and methods in micro-companies of ICT sector. Procedia-Social and Behavioral Sciences, v. 238, p. 94-103, 2018. Available from: https://doi.org/10.1016/j.sbspro.2018.03.012. Accessed: 20 aug. 2024.
TSEKHMISTER, Y. V.; KOTYK, T. M.; MATVIIENKO, Y. S.; RUDENKO, Y. A.; ILCHUK, V. V. La efectividad de la tecnología de realidad aumentada en la educación STEAM. Apuntes Universitarios, v. 12, n. 1, p. 250–267, 2021. Available from: https://doi.org/10.17162/au.v11i5.932 . Accessed: 20 aug. 2024.
TSEKHMISTER, Y.; STETSENKO, N.; VOLYK, O.; GUMENNYKOVA, T.; SHAROV, O. Forecast of educational trends in the role of “soft skills” for the professional development of future specialists in the conditions of distance learning: The challenges of our time. Journal of Higher Education Theory and Practice, v. 23, n. 10, 2023. Available from: https://articlearchives.co/index.php/JHETP/article/view/6018. Accessed: 20 aug. 2024.
ZADORINA, O.; BURCHAK, L.; PANAS, O.; ARDELIAN, O.; APALAT, H. Shaping the competencies of the future: the importance of developing soft skills in higher education. Cadernos de Educação Tecnologia e Sociedade, v. 16, n. 2, p. 361-371, 2023. Available from: http://brajets.com/index.php/brajets/article/view/1191. Accessed: 20 aug. 2024.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Volodymyr Sipii, Oleksandr Deshchenko, Nataliia Honcharova, Andrii Hrytsenko, Olena Hrytsiuk
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Conforme recomendado pelo o Public Knowledge Project, a RCD adota para seus artigos uma licença CREATIVE COMMONS: Atribuição CC BY 4.0.
Esta licença permite que outros distribuam, remixem, adaptem e construam sobre o seu trabalho, mesmo comercialmente, desde que lhe dêem crédito pela criação original.
Esta é a licença mais adequada oferecida.
Recomendado para a máxima divulgação e uso de materiais licenciados.