Integrating Soft and Hard Skills in Higher Education: A Holistic Approach to Student Learning and Success

Abstract With the changing nature of work and education, universities are required to prepare students for employment and contribute to their development by equipping students with applied knowledge and practical technical skills (hard skills) and with behavioral and emotional, personal skills (soft skills). This paper considers the ways in which both these skills can be useful for students through academic performance, cognitive gains in learning, and employability into the future. The paper draws upon theoretical literature on and models of Self-Regulated learning and the community of inquiry model to better understand how soft skills and hard skills interact together, and how soft and hard skills have an influence on overall higher education outcomes. This paper undertakes a narrative literature review of research studies and institutional practice to better understand how universities can responsibly prepare students with soft and hard skills and provide skills development through a variety of pedagogies including active learning, skills related to emotional intelligence, experiential learning project-based learning, and work or community-integrated experiences. The paper will also discuss issues with evaluating soft skills and hard skills, discusses their impact on student transferable skills development, and examines potential avenues for future research and policy.