Possibilities for evaluation to foster the soft skills of critical thinking, creativity, and communication in higher education
Bibliographic Data
| ID | 13093030 |
|---|---|
| Authors | Stanislav Dadelo (0000-0002-6073-8846, Vilnius Gediminas Technical University, corresponding author) |
| Year | 2025 |
| Volume | 18 |
| Issue | 1 |
| Pages | 13-29 |
| Publication date | 2025-01-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Creativity Studies (JOURNAL) |
| Journal identifiers | ISSN: 2345-0487 • E-ISSN: 2345-0479 |
| Publisher | Vilnius Gediminas Technical University (PUBLISHER • LT) |
| DOI | 10.3846/cs.2025.20943 |
| OpenAlex | W4406434709 |
| Language | EN |
| References cited | 55 |
Soft skills are the foundation of a solid and consistent lifelong education in a changing world. Students’ self-reported achievement motivation is a good indicator of their level of self-awareness. A rigorous assessment of the process’ results is necessary for an effective soft skill education program. There are significant flaws in the way the university’s curriculum handles soft skill assessments. Therefore, the question is: given the resources at hand, how can one properly ascertain which soft skills requirements change the most over a university education? To identify changes at the start and finish of studies and prepare instruction for soft skill suggestions during university studies, this study intends to measure the differences in self-assessment indicators of students’ creativity, critical thinking, and communicative abilities in university settings. The purpose of this study is to verify a variety of tools for assessing students’ soft skills and figure out how effectively they can recognize variations throughout multiple university study stages. This could aid in the preparation of recommendations for soft skill instruction in courses, which could be beneficial for university graduates’ future employment. Among first- and last-year university students, a self-assessment study on soft skills was conducted. The results show that students’ soft skills are not equally impacted by their university education. The critical thinking abilities of first- and fourth-year students only tend to improve but do not differ reliably
Creativity · Critical thinking · Knowledge management · Mathematics education · Pedagogy · Soft skills · Computer Science · Creativity in Education and Neuroscience · Education and Critical Thinking Development · Organizational Learning and Leadership · Psychology · Social Psychology
Constructing a Language
The Sources of Four Commonly Reported Cutoff Criteria
Likert Scale
Creativity, Critical Thinking, Communication, and Collaboration
The Viable System Model
Nonverbal Communication
Counting the muses
Improving soft skills based on students’ traces in problem-based learning environments
The Process Definition of Creativity
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Strategies for Developing Soft Skills Among Higher Engineering Courses
Research on the Relationship between Verbal and Nonverbal Communication
Naturalizing Critical Thinking
Understanding Internal Consistency Reliability Estimates
Coefficient alpha and the internal structure of tests
Competency-based learning and formative assessment feedback as precursors of college students' soft skills acquisition
Exploring the gender gap in welfare attitudes
| Citation velocity | historical |
|---|---|
| Highly cited | No |