Comparing a LEGO® Serious Play Activity with a Traditional Lecture in Software Engineering Education

Formulation of the problem. In recent years, the concept of «soft skills» has become an integral part of the global labor market in various sectors of the economy and society. International and national studies confirm the importance of universal skills, which are called «21st century skills». However, in practice, higher education institutions cannot always create conditions for their comprehensive development. Therefore, one of the main tasks of training students of higher education in modern conditions is to find ways for targeted and systematic development of soft skills. The purpose of the article is to assess the degree of development of soft skills of higher education students in the educational process and to justify the pedagogical conditions that can contribute to increasing the efficiency of their development. The results. The study of the degree of development of the sought-after soft skills of higher education students in the educational process was carried out using a developed questionnaire in Google Form. The questions were formulated so that students, based on their own opinion, determined the degree of development in the educational process of each of the proposed soft skills on a 10-point scale. Students of 1-6 years of study of V.N. Kharkiv National University took part in the survey. Karazina (87 people). The results of the conducted empirical research confirm the need for purposeful and systematic development of soft skills demanded by the modern labor market of higher education graduates. According to the students, such soft skills as stress resistance and flexibility, critical thinking, emotional intelligence and communication skills need the greatest development. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of complex measures in the educational process: filling normative educational disciplines with a clear theoretical and practical context for the development of soft skills; transformation of teaching, shift of emphasis towards innovative methods and forms of education, which contain potential opportunities for the development of universal competences of higher education seekers; deep awareness by teachers of their mission in the development of the required soft skills of students; introduction of interfaculty and optional disciplines such as «Soft skills - the formula for success», starting from the first year of study, which will gradually expand the range of universal competencies of the future specialist; introduction of soft skills by conducting mandatory trainings with students; the organization of a summer school that will specialize in the development of students’ soft skills, where in a relaxed atmosphere under the guidance of professional psychologists, coaches and other specialists, students will be able to acquire modern knowledge and the necessary skills. Conclusions. The obtained results confirmed our assumption that the educational space contributes to the development of soft skills among students of higher education in a fragmentary, «spot» way. The path to the systematic and planned introduction of soft skills in the educational space is very difficult and so far takes place at the level of individual disciplines. Therefore, there is a need for a comprehensive policy in this field. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of the proposed comprehensive measures in the educational process, which, in our opinion, will be able to provide high-quality training of specialists capable of acting in non-standard situations, making quick decisions, ready for self-improvement, positive communication and a healthy response to challenges society.

Software Engineering encompasses a lot of processes of which writing of efficient codes for development of high quality and effective programs is one of them. Development of quality software is achieved through a well-articulated Software Development Life Cycle (SDLC) model. Delivery of software project within timeline and budget require thorough analysis from which these two pertinent questions must be answered such as what shall we do next and how long shall we continue to do it’? Therefore, the need for an appropriate SDLC model for a software project is of high significance. V-Model is applicable in project that requires a lot of time and are complex in nature. When the focus of the project is more of quality than fast delivery time, then V-Model is a choice of SDLC to be considered. Also, Waterfall model is desirable when quality control is of concern with short project duration. On the other hand, Spiral Model is desirable when organizational expectations are unpredictable concerning the software development process. Irrespective of the size of the project, delivery time and level of expertise involved, the organization of the project plays a significant role in the choice of SDLC model. SDLC model under consideration, must take into cognizance the level of risk, duration of the project and cost implication associated with every software project for successful completion. Comparative analysis of the three SDLC models studied was presented.

This study compares the impact of two active learning methods; Problem-Based Learning (PBL), and Project-Oriented Learning (POL) versus the Traditional Lecture (TL) method on learners' ability to differentiate between monocotyledons and dicotyledons based on their morphological and anatomical characteristics. The research used a quasi-experimental design involving 150 students, divided into three groups: two experimental groups subjected to active learning methods and a control group exposed to traditional lectures. The study used mixed research methods to assess the effectiveness of these teaching strategies. Pre and post-test scores were employed to evaluate learners' improvements and observational techniques were employed to analyse classroom engagement and the development of scientific skills. The results indicate that both active learning methods significantly enhanced learner engagement, understanding, and the application of scientific concepts. The PBL and POL groups demonstrated superior critical thinking, collaboration, and problem-solving skills, with the POL group showing the highest improvement in project management and creative thinking. By contrast, the TL group exhibited moderate improvements, primarily in memorization rather than conceptual understanding. These findings support the growing body of literature that advocates for active learning as an effective alternative to traditional teaching methods in science education. Keywords: Active Learning, Problem-Based Learning, Project-Oriented Learning, Traditional Lecture, Monocots, Dicots. DOI: 10.7176/JEP/16-11-20 Publication date: October 30th 2025

The paper describes the complex of computer science lessons for secondary school students, aimed at forming soft skills, among which are communication skills (in particular, the ability to dialogue and discussion), teamwork (cooperation), leadership, logical thinking, creativity, time management. The relevance of the study is due to the need to understand the possibilities of computer science lessons in terms of development of modern schoolchildren soft skills, which are the key to successful further study and future professional realization. The research methodology contains general theoretical and special methods. The aim of the study is to describe and characterize the author's set of non-standard computer science lessons for secondary school students, which promotes the development of soft skills. The complex consists of three consecutive lessons and involves students working on their own projects in microgroups, a competition for these projects and a press conference of the jury, during which the results of the competition are discussed. The project method stimulates creativity, elements of competition contribute to the formation of teamwork and leadership skills. Independent elaboration of the topic with the subsequent acquaintance with several variants of its presentation consolidates knowledge. An additional factor in strengthening knowledge is the visualization of educational material, implemented in presentations. The paper examines the correlation between the type of lesson and the development of specific soft skills. The main educational tasks that should be used in computer science lessons for the development of soft skills include problem (identify the most interesting topics) and creative (create your own project-presentation) ones. Involvement of the element of competition (project competition) contributes to the intensification of learning, helps to form teamwork, and increases student motivation. Prospects for further research are seen in the implementation of the proposed complex into the teaching of computer science in Kremenchuk secondary schools in order to prove its effectiveness. Key words: primary school, computer science lesson, soft skills, non-standard lesson, project work, lesson-competition, lesson-press conference.

Learning Software Engineering principles, processes, methods and tools is a prerequisite to becoming a Software Engineer. The technological advancements and revolution in this new century are probing the boundaries of education and training in software engineering. This work tries to locate the shortcomings in existing approaches to Education in Software Engineering (ESE) in respect to today's technological advancements. We hereby proposed a new model for Education in Software Engineering to bridge the industry-academia gap.

This study investigates the effectiveness of implementing a communicative-activity-based methodology for developing students' soft skills through essay writing in school language courses. The focus is on assessing improvements in communication, critical thinking, creativity, and self-expression within the framework of essay composition. The research was conducted in secondary schools in Turkistan, Kazakhstan, with 204 students from grades 10–11. The methodology included an experimental design comparing control and experimental groups, supported by surveys, interviews, practical writing tasks, and qualitative/quantitative analysis. The experimental group was exposed to a specially designed essay-writing model rooted in communicative-activity theory. The Kramer-Welch test was applied for statistical validation of the hypothesis. The results demonstrate a significant increase in the experimental group’s soft skills development. 81% of students in the experimental group could define the essay genre after training (compared to 19% before), and 70% reported increased confidence in written self-expression. Additionally, students' ability to reason, structure ideas, and apply creative strategies showed measurable improvement. The final essays exhibited stronger organization, originality, and linguistic expressiveness. This study offers a validated model for integrating soft skills training into language education via structured essay writing. It contributes to both pedagogical theory and classroom practice by linking genre-based writing tasks with the holistic development of learners' communicative competencies.

Software engineering education must be guided by developments in software engineering and aim for professional and educational development of students. This position paper explores the historical and conceptual evolution of software engineering as a discipline central to modern integrated design, software systems, and process science, tracing the trajectory from early structured models, through waterfall, to Agile and AI-augmented paradigms, and looks at how changes in application mix and modes of use, technological complexity, and business and enterprise needs have shaped development methodologies. Special attention is paid to the role of generative AI on the software engineering process and the role of the software engineer, altering workflows, collaboration, and enterprise architectures, and further enabling automation, digital transformation, and autonomous systems, shifting responsibilities and skill sets upwards. The article then considers corresponding shifts in software engineering education, highlighting the need for curricula that intertwine process thinking, systems theory, and ethical engagement, integrate with generative AI technologies, and place greater emphasis on “soft skills”, in courses that combine development of professional expertise with conceptual capabilities and an enhanced capacity for life-long learning. It then presents a set of requirements, options, and guidelines for software engineering education in the era of generative AI.

Polishing Soft Skills for The Future HTM Professional

<p style="text-align: justify;">Learning by teaching is a technique where students teach an actual class to facilitate active learning. This paper reports ongoing research involving undergraduate students at an established university in Indonesia. The objective of this quantitative study was to find out the effect of this teaching technique in improving students’ 21st century skills. The sample was selected using a cluster sampling technique, where 25 students who were English as a Foreign Language pre-service teachers were assigned to an experimental group, and the other 23 students were treated as a control group. The students in the experimental group were asked to conduct a workshop in groups to students from the same department at a different university. Each group selected one of the topics in their course syllabus. A pre-test measuring the students’ soft skills was conducted before the course started and after it finished. The results show that soft skills, which include accountability, communication, innovation, problem-solving, teamwork, professional working, and networking skills, improved significantly among students in the experimental group, but the improvement was not evident in the control group. Therefore, learning by teaching should be embraced as an alternative teaching technique when soft-skill development becomes a target of instruction.</p>

Graduates of higher education institutions (HEIs) should not only graduate with hard skills but also soft skills. Therefore, it is the responsibility of HEIs as platforms to provide sufficient holistic skills to their graduates so they may perform well at their future workplace. Despite that, graduates are still deemed lacking when it comes to soft skills. The same goes for trainee teachers, as having soft skills is a pertinent aspect as future educators, even for Teaching English as a Second Language (TESL) graduates. This paper aims to discuss the role of HEIs in developing soft skills of their TESL graduates. This study applied a mixed methodology via questionnaires and interviews to investigate the respondents' soft skills development which are, (a) critical thinking and problem-solving skills, (b) entrepreneurial skills and (c) moral and professional ethics based on their TESL program. The research findings showed that the respondents perceived the program generally to sufficiently develop their critical thinking and problem solving, entrepreneurship and moral and professional ethics skills as an outcome from the TESL program. However, improvements could be made to the TESL program in order to enhance their development of soft skills so to further improve the quality of teaching and learning and also aid employability. The findings are believed to be useful for future curriculum development of TESL programs in HEIs to consider the ongoing needs of stakeholders like schools when redesigning the curriculum of Teacher Education program.

A society in which globalization and technology prevail requires young professionals capable of working in a diverse and complex environment. Higher education faces a new challenge: to train people with transversal skills. This requires designing educational programs based on digital technologies that foster the development of soft skills. The objective of this research has been to identify and synthesize studies that have evaluated the association between teachers' digital competencies and soft skills in university students. A scoping review supported by the SALSA framework was carried out; likewise, the databases used were Scopus, Web of Science and SciELO. A total of 333 papers were reviewed, whose publication period was between 2013 and 2023. After applying the Prisma methodology, only 19 studies were examined. The results showed that there is little research that relates the digital competencies of university teachers to the development of soft skills in students. Three different terms associated with “soft skills” were identified: transversal competencies, 21st-century skills and socioemotional skills. 44.44% of the studies reviewed linked the digital competencies of faculty with the development of soft skills. It is concluded that it is necessary for university teachers to have digital competencies to help develop soft skills in future professionals. This finding will allow the execution of other studies in which the motivational and sociological aspects of the stakeholders will be assessed, with the purpose of achieving the competencies required in the work environment. In addition, it is necessary to evaluate educational policies related to the digital competencies of teaching staff and their implementation in academic environments, intending to articulate them in a cross-cutting manner with the competencies that future professionals need for good job performance.

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.

Indian software industry has set up huge growth targets for future. These targets would be heavily affected by the software engineering (SE) education scenario in the country. The purpose of this paper is to provide a holistic understanding of SE education issues and challenges specific to Indian context, from both industry and academic perspective. This study is based on our (a) interaction with industry through SE education related projects, surveys and discussions. (B) Observations as an integral part of Indian SE educators' community. There is an urgent need for addressing these deep rooted issues, as the lack of proper SE education may be the single largest factor that may negatively affect the industry. Understanding these issues will help to identify the action items that initiate software engineering educational reforms in the country. We also discuss the essential and minimal set of SE knowledge, skills and dispositions that the Indian industry expects from engineers who will be joining the industry. Indian software industry is a global leader in software application development and maintenance services, but there very few studies on the issues and effects associated with SE education in the Indian context. Though this discussion is limited to India, but we believe that it represents the existing conditions in many developing countries where IT and ITES (IT enabled services) industry is gaining importance.

Since 2000, the focus of employers’ attention in recruiting personnel for a company has been gradually shifting from hard skills towards soft skills. The results of a study carried out by Harvard University and Stanford Research Institute show that the contribution of hard skills to the professional success of an employee accounts for only 15 %, while soft skills add up to the remaining 85 %. Today, it is not enough for a graduate to acquire special knowledge and expertise – they are required to have soft skills to succeed in a job search. The paper discusses the issue of transformation of the qualifying requirements to the job seekers claimed by employers when hiring personnel. The objective of the work is to identify the structure of the key skills and competencies of university students and graduates essential for their successful employment. The analysis of the requirements of employers to graduates of one of the universities was carried out in 2017–2021. The empirical base was a sociological survey of the heads of Russian companies on the issues of the important soft and hard skills of young specialists. The results of the analysis prove that the rapidly changing economic conditions affect the pool of soft skills that are significant in the labor market. The paper presents the structure of soft skills, describes the pool of important skills and competencies that encourage an employer’s decision to hire an inexperienced university graduate. Thus, the results of the study confirm the importance of the development of soft and hard skills of university students and graduates.

Teaching software engineering in a practical course in academia is considered one of the best strategies to help students understand what they will face in industry. Teamwork, coordination, communication are soft skills that are demanded in real life, but how to improve these courses to be more effective and yield better results is not clear. Software engineering - as with most computer careers - is known to be short on women, but the participation of women improves diversity to student teams. Women may have personal characteristics that are different from the ones we normally see among male software engineering students. Do, mixed gender software teams have better project results than one-gender teams? After assisting software engineering courses for four years, I observed mixed gender teams to be better. With this idea in mind I performed a case study where I analyzed the behavior and the results of software projects over nine semesters. The obtained results show that mixed gender teams were more effective and coordinated.