DEVELOPING SOFT SKILLS AMONG VOCATIONAL EDUCATION STUDENTS THROUGH DIGITAL TECHNOLOGIES

Abstract

To provide a theoretical justification of the didactic and technological foundations for developing soft skills among vocational education students through digital technologies, to systematise the pedagogical conditions for this process, and to identify ways of integrating flexible skills into vocational training. Methodology. The study is theoretical and analytical. It applies conceptual analysis of soft skills, digital educational environment, digital agency and information and digital competence; comparison of scholarly approaches to flexible-skill development; analysis, synthesis and systematisation of Ukrainian research findings; and structural-functional modelling of the relationship between soft-skill components, learning activities and digital tools. The evidence base comprises publications issued between 2020 and 2025 on the digitalisation of vocational and higher education, interactive teaching methods and the development of professionally significant flexible skills. Soft skills are interpreted as an integrated set of socio-communicative, cognitive-analytical, organisationalmanagerial and personal-reflective capabilities that support effective professional performance in a changing technological environment. Digital technologies are shown to foster these capabilities not automatically but when they are purposefully embedded in problem-based, project-based, case-based, simulation and collaborative learning. Four interrelated pedagogical conditions are systematised: aligning intended learning outcomes with specific soft-skill components; organising productive collaboration in a digital environment; ensuring regular feedback, self-assessment and reflection; and applying comprehensive assessment based on observable performance indicators. The educational potential of learning management systems, video communication services, cloud documents, digital whiteboards, virtual simulators, electronic portfolios and learning analytics is specified. Scientific novelty. An integrated logic for developing soft skills in vocational education is proposed through the relationship “skill component – learning activity – digital tool – observable outcome”. The digital educational environment is conceptualised not merely as a set of technical resources but as a purposefully designed space for interaction, decision-making, responsibility, reflection and continuing professional development. The systematised pedagogical conditions and the mapping of soft-skill components to digital technologies can inform the revision of vocational programmes, the design of courses and work-related projects, and the development of formative assessment criteria and electronic student portfolios. Conclusions. Effective soft-skill development depends not on the mere presence of digital platforms but on the content and organisation of the activities conducted through them. Digital tasks have the greatest educational value when they require collaboration, role allocation, analysis of occupational situations, creation of a shared product, reasoned choice, peer assessment and reflection. Systematic integration of such practices into vocational training strengthens communication, critical and systemic thinking, adaptability, initiative, leadership, self-organisation and responsible digital behaviour.