Revista Multidisciplinaria Perspectivas Investigativas  
Multidisciplinary Journal Investigative Perspectives 
Vol. 4(3), 2-11, 2024 
https://doi.org/10.62574/rmpi.v4i3.150 
2 
 
 
Developing soft skills in university education in the digital age 
Desarrollo de habilidades blandas en la formación universitaria en la era 
digital  
 
Jorge Loáiciga-Gutiérrez 
jorge.loaiciga.gutierrez@una.cr 
Universidad Nacional de Costa Rica, Sede Regional Chorotega, Campus Liberia, 
Provincia de Guanacaste, Liberia, El Capulín 
 https://orcid.org/0000-0002-0421-3906 
 
Carlos Chanto-Espinoza 
carlos.chanto.espinoza@una.cr 
Universidad Nacional de Costa Rica, Sede Regional Chorotega, Campus Liberia, 
Provincia de Guanacaste, Liberia, El Capulín 
 https://orcid.org/0000-0002-3420-7259 
 
ABSTRACT 
The overall objective of this research is to analyse how soft skills are  developed in  university 
students  at  the  National  University,  Liberia  Campus,  in  the  context  of  the  digital  era  and  its 
effects  on  education.  A  quantitative  methodology  involving  statistical  analysis  of  the  data 
collected  was  adopted.  Only  7.5%  of  respondents  found  it  very  easy  to  concentrate  on  the 
different activities required for university studies in this new technological reality. It stands out 
that, while creativity has been recognised as a crucial skill for learning, other aspects such as 
empathy  and  leadership show significant  areas of improvement.  Consequently, skills such  as 
teamwork, self-learning and conflict resolution reflect varied perceptions, suggesting the need to 
strengthen these aspects in the virtual environment. 
Descriptors:  interpersonal  relations;  social  skills;  social  interaction. (Source:  UNESCO 
Thesaurus). 
 
RESUMEN 
La  investigación  tiene  por  objetivo  general  de  este  estudio  analizar  cómo  las  habilidades 
blandas se  desarrollan en  los  estudiantes  universitarios de la  Universidad Nacional, Campus 
Liberia,  en  un  contexto  de  era  digital  y  sus  efectos  en  la  educación.  Se  adoptado  una 
metodología cuantitativa que implica el análisis estadístico de los datos recopilados. Tan solo el 
7,5  %  de  los  encuestados  le  ha  resultado  muy  fácil  lograr  concentrarte  en  las  diferentes 
actividades  que  demanda  los  estudios  universitarios  en  esta  nueva  realidad  tecnológica.  Se 
destaca  que,  si  bien  la  creatividad  ha  sido  reconocida  como  una  habilidad  crucial  para  el 
aprendizaje,  otros  aspectos  como  la  empatía  y  el  liderazgo  muestran  áreas  de  mejora 
significativas. Por consiguiente, las habilidades como el trabajo en equipo, el autoaprendizaje y 
la resolución de conflictos reflejan percepciones variadas, sugiriendo la necesidad de fortalecer 
estos aspectos en el entorno virtual.  
 
Descriptores:  relaciones  interpersonales;  competencias  sociales;  interacción  social.  (Fuente: 
Tesauro UNESCO).  
 
 
 
Received: 28/05/2024. Revised: 05/06/2024. Approved: 15/06/2024. Published: 01/07/2024. 
Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

INTRODUCTION

In today's digital age, with rapid technological advancement and the mastery of technical skills

in the workplace, soft skills are increasingly important to achieve success at both the personal

and organisational levels. While technical skills are fundamental to use digital tools, soft skills,

also called interpersonal or social skills, are crucial to adapt, innovate and collaborate in today's

work environment. This is why this research seeks to understand the development of soft skills

in university education in the digital era, considering as the study population the students of the

UNA, Liberia Campus.

Higher education is currently facing a fundamental challenge: the acquisition of interpersonal

(soft) skills in an era dominated by digital technology. Soft skills, or interpersonal skills, are

indispensable in both work and personal life, and go beyond technical knowledge. It is crucial to

add these skills to university education in this situation. Team collaboration, problem-solving

skills, originality, the ability to put oneself in the other's shoes and flexibility are examples of soft

skills. In an increasingly automated and digitised world of work, the ability to collaborate with

others, lead groups and resolve disputes in a positive way is crucial to success. It is imperative

that universities integrate the teaching of soft skills into their curricula.

Students need to acquire skills that enable them to adjust to a constantly evolving work

environment, in addition to gaining specific knowledge in their disciplines. University education

should not only focus on teaching information, but also on promoting creativity, critical thinking

and adaptability. In a society as advanced with the use of ICTs as the one we are currently

living in, personal interaction has taken an energetic turn, leaving aside empathy, compassion

for others and courtesy as current qualities present in many daily activities, be they work or

personal. Hence Arias (2020) states:

Thus, the promotion of soft skills in society is of vital importance to create awareness in

the world's population and generate empathy, collaboration and compassion for others

that will make a difference for generations to come. In addition to having an impact on the

improvement of interpersonal relationships, this will help in the long term to impact on

work productivity and the results obtained by both the service facilitator and the client who

receives the service, generating mutual satisfaction with the service provided and the

solution or help obtained (p. 4).

Similarly The Organisation for Economic Co-operation and Development (OECD) (2017)

mentions:

In the 21st century, competencies, skills and abilities have become the key factor in

achieving individual well-being and economic success for a society. Without adequate

investment in these areas, people languish on the margins of society, technological

progress does not translate into growth, and countries are unable to compete in an

increasingly knowledge-based global economy (p. 1).

The current challenge is to prepare professionals who can adapt to a digital society that is more

demanding of soft skills than technical skills, as these enable them to relate to other individuals,

customers, competitors and suppliers, playing a key role in adapting to changes in business.

Likewise, Zepeda-Hurtado et al. (2019a) consider that "...it is necessary to develop solid basic

competences that allow individuals to enter the labour market or move on to higher education"

(p. 8).

For this reason, one of the biggest challenges for higher education institutions is to prepare

students in soft skills that will be essential in their university life, but even more necessary when

they enter the labour market. Regarding the challenges in university education, Valverde et al.

(2020) state that "current behaviour is moving towards the development of techniques that

combine motivation, prior knowledge and the values that the student has" (p. 273).

Upon completion of higher education studies, each graduate is confronted with a business

environment in which he or she must put into practice all the general and specialised knowledge

learned throughout his or her university career. This involves not only hard or technical skills,

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

but also soft skills such as teamwork, emotional management, assertive communication,

leadership, decision making, conflict resolution, creativity, critical thinking, self-learning, among

others.

In an increasingly automated and technological world, soft skills are increasingly valued.

Technology does not have the capacity to replace teamwork, leadership, problem solving,

creativity and effective communication. Therefore, university education must adapt to develop

these competencies in students, preparing them for a constantly evolving labour market. Today,

companies are looking for skilled individuals who are experts in the relevant subjects to join their

teams, but they also choose people with skills that will benefit the organisation and foster both

personal and professional development.

Universities need to adopt pedagogical approaches that encourage the development of soft

skills to address this problem. This can be achieved through innovative methods such as

collaborative projects, extra-curricular activities, mentoring programmes and simulations of real-

life situations. It is essential that teachers act as facilitators of learning, creating an environment

that fosters the development of these skills. Appropriate use of ICTs will benefit the creation of

competent environments to provide a quality service to students, contributing to the growth of

the University. It is crucial that, at UNA, Campus Liberia, students' soft skills are promoted and

enhanced, which will enhance the educational process and benefit the institution by generating

recognition among students and teachers.

Currently, technological advancement represents a significant challenge for all universities that

operate under a traditional model, as they must migrate towards a virtual model. However, this

learning process has not been easy, especially with regard to the development of soft skills,

which are essential in a demanding labour market. According to (Zepeda-Hurtado et al. 2019b),

in a globalised context it is crucial to promote comprehensive training that, adapted to

engineering graduate profiles, fosters soft skills such as effective communication, teamwork and

creativity.

On the other hand, (Canossa-Montes-de-Oca, 2019) highlights that developing soft skills,

including emotional intelligence, is fundamental to improve employment opportunities and adapt

effectively; being important to adapt our competences to technological evolution and the

demands of the labour market allows us to prepare for future occupations that have not yet

been defined. Therefore, according to (Araya-Fernández & Garita-González, 2019), they

comment that continuously adjusting university education to modern demands and the

professional profile needed to face the challenges of the digital economy is imperative.

The new generations of university students recognise the crucial importance of soft skills in

order to perform adequately in the labour and social sphere. (Guerra-Báez, 2019) emphasises

that these skills are fundamental for both professional and personal training, underlining the

need for comprehensive higher education that does not neglect the development of soft skills. In

turn, (Gómez-Gamero, 2019) argues that educational institutions must collaborate to develop

skills that prepare future workers to handle real-life situations and increasingly complex jobs.

Likewise, (Herrera & Torres, 2020) argue that it is essential for educational institutions to

promote social competences that strengthen young people's leadership and enable them to

aspire to strategic roles in organisations. In this sense, (Álvarez et al. 2015) propose specific

teaching-learning strategies for the development of soft skills and the evaluation of their

progress in the courses.

According to Sánchez et al. (2018), at the end of higher education, professionals must apply

soft skills such as teamwork, emotional management and effective communication in the

business environment (p. 4). In complement, (Torres & Herrera, 2019) underline the importance

for higher education institutions to identify strategies that foster the development of soft skills in

students.

Therefore, the general objective of this study is to analyse how soft skills are developed in

university students at the National University, Liberia Campus, in the context of the digital era

and its effects on education.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

METHOD

A quantitative methodology involving statistical analysis of the data collected was adopted. The

main purpose of this approach is to objectively describe, explain, predict and control the

reasons associated with the object of study. In this way, it seeks to validate conclusions through

a rigorous and systematic application of the methodology, thus contributing to a deeper and

more informed understanding of the phenomena involved.

The present study is based on a methodology oriented towards a quantitative approach as a

guiding paradigm of descriptive scope. In this way (Hernández-Sampieri & Mendoza-Torres,

2018) states that the quantitative approach: "Uses data collection to test hypotheses based on

numerical measurement and statistical analysis, in order to establish patterns of behaviour and

test theories" (p. 41).

In the scope of research (Hernández-Sampieri et al., 2014) mentions that descriptive studies

"Seek to specify important properties and characteristics of any phenomenon being analysed.

They describe trends in a group or population" (p. 92). The transitory scope is longitudinal, in

that the study of the problem corresponds to an extract of the determined time.

To collect the information, a questionnaire with closed questions was used on the Google Form

platform, which was shared through the Moodle platform and from the WhatsApp digital

application to the participants. The questionnaires were implemented between the third and

fifteenth day of November 2023. The population considered is finite, according to the records

office of the National University of Costa Rica, Chorotega Regional Headquarters, by November

2023 there were 994 active students. In the careers of; administration, sustainable tourism

business management, pedagogy, information systems engineering, hydrological engineering.

The study involved 277 students from university level I to level V (151 females, 116 males

between 17 and 22 years of age, belonging to the UNA, Liberia campus. A random selection

process was carried out according to the ethical principles of the institution, using a simple

random probability sampling technique with the enrolled and active student body of the II

academic year 2023 as the sample frame. As shown in table 1.

Table 1. Sample calculation.

n =

Z2 * N*p*q

1.952 (994)(0,5)(0,5)

954,64

= 277,28 = 277

e2(N-1) + Z2 p*q

0,052 (994-1)+1,952 (0,5)(0,5)

3,44

Source: Own elaboration, 2024.

RESULTS

The results obtained in the questionnaire based on a Likert scale demonstrate the depth of the

students' knowledge of soft skills at the National University of Costa Rica, Chorotega Regional

Headquarters, Liberia Campus in times marked by the digital era. The scale is called

"Perceptions of soft skills knowledge in university students", which from now on we will call it

(PCHBU: 5 items) that evaluates the knowledge learnt by students in terms of soft skills in times

where technology is a high point as a tool from a virtual pedagogical modality.

In the first group, made up of the skills of creativity, empathy and leadership, only 46 % of the

students surveyed indicated that their training in these times has undoubtedly required

creativity, this being very important in their learning process. On the other hand, in terms of

empathy 17.4 % found it difficult to understand their classmates, 34.3 % stated that they were

neutral on the subject. During the asynchronous group activities in the online courses, only 23.4

% of the students take on a leadership role very often, 32.1 % occasionally.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

In the second group, skills such as teamwork, self-learning and conflict resolution were

assessed. Only 43.4 % of the students considered teamwork to be valuable for the development

of synchronous and asynchronous activities in the virtual modality. On the other hand, this has

caused, in the first instance, around 41.9 % to be undecided (neutral) with regard to the

handling of conflict resolution in the different interactions with their classmates. Secondly, 36.2

% indicated that they did not feel comfortable with their ability to study and understand on their

own content related to the different subjects seen in class, using technological tools as a

mechanism of help and support.

The third and last group was composed of 5 soft skills; assertive communication, critical

thinking, adaptability, emotional intelligence and decision making. According to the results of the

questionnaire, 38.1 % of the students indicated that they occasionally use assertive

communication and only 20.4 % very frequently. As a result of the low use of assertive

communication, only 12.5 % use critical thinking to consult doubts about the contents seen in

the virtual classes.

On the other hand, only 7.5 % of those surveyed found it very easy to concentrate on the

different activities required for university studies in this new technological reality. In addition,

36.2 % consider that sometimes they manage their emotions when problems arise with their

classmates, causing only 11.3 % of the students to be totally satisfied in making decisions

regarding the different activities carried out in both synchronous and asynchronous classes.

Using all the data described in the results of this research, we arrive at the assessment that the

highest rated soft skill was creativity with 46 %, which is considered low on a percentage scale

of 100 %. Figure 1 below shows the PCHBU, the ratings that the students under study have

regarding the development of soft skills and learning achievement.

Figure 1

PCHBU - Assessments of soft skills and learning achievement.

Source: Own elaboration, 2024.

It is also worth mentioning that the subjects under study have rated all the soft skills under

analysis with a score below 50 %. The PCHBU shown in figure 1 shows in a first block the need

for improvement especially in adaptability, decision-making and critical thinking, which received

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

the lowest score with an average of 10.3 %. In a second block, empathy, assertive

communication and leadership averaged 20.40 %. A third block comprised of self-learning and

emotional intelligence which both scored 36.2 % and finally a fourth block with a higher score for

creativity, teamwork and conflict resolution skills which together averaged 43.76 %.

Figure 2 shows a summary by block of the soft skills analysed among the subjects under study.

Figure 2

PCHBU - Synthesis by blocks of soft skills of the study population.

Source: Own elaboration, 2024.

Finally, the students surveyed were asked: What was their general opinion of the development

of soft skills in times marked by the digital era? A scale composed of 5 items (1-Not Satisfied, 2-

Slightly Satisfied, 3-Neutral, 4-Very Satisfied and 5-Something Satisfied) was used to establish

the general PCHBU of the research, as shown in figure 3 below:

Figure 3

PCHB. - General view of soft skills development in times marked by the digital age.

Source: Own elaboration, 2024.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

DISCUSSION

The findings indicate that there is use of soft skills in university students in the digital age, but

little importance is often given by educational institutions to the growth of technical skills and

specialised knowledge rather than soft skills (Araya-Fernández & Garita González, 2019).

Despite being considered fundamental, they are not always effectively incorporated into

curricula, resulting in poor preparation for the world of work. Students are not adequately trained

to develop these competences if there is no explicit focus on them (Marrero-Sánchez et al,

2018; Álvarez et al, 2015).

In this context, although it is important for universities to incorporate these competences into

their curricula to ensure that students can collaborate and adapt in diverse and dynamic

professional environments, as well as master their areas of study. The rise of digital technology

can, in a contradictory way, hinder the acquisition of soft skills such as interpersonal

communication, empathy, critical thinking and decision making, as evidenced in the research

due to their low valuation by the participants. Thus, (Sánchez et al. 2018) argue that

communication through electronic devices, despite being practical, often lacks the depth and

nuances of in-person communication.

Students may become overly dependent on text messages and emails, which restricts their

ability to improve their communication skills in face-to-face situations. In other words,

technological dependence can also negatively impact empathy and conflict management skills,

as virtual interactions do not always offer the same level of human connection as face-to-face

interactions (Millalén, 2017; Valverde et al, 2018; Zepeda-Hurtado, 2019).

The lack of practical occasions at university level also represents a major obstacle to the

development of these skills. Many educational programmes are based on lectures and

individual exams, with few opportunities to work on team projects or participate in activities that

involve the development of soft skills. Without opportunities to practice in a simulated work

environment, students cannot improve their soft skills. Theory is not enough, regular practice in

relevant situations is necessary for students to improve and master these skills.

Soft skills have gained an unprecedented relevance in the work and personal environment,

offering a number of benefits that go beyond purely technical skills. The ability to communicate

effectively, collaborate in groups, adjust to change, and manage time and emotions has become

critical in an increasingly interconnected and dynamic world (Gómez-Gamero, 2019; Guerra-

Báez, 2019). Therefore, what best creates the teacher is practice and students must be

proactive agents and improve their competences with a view to insertion in the workplace and

feed off the external to foster learning communities in line with the current reality.

CONCLUSION

It is highlighted that while creativity has been recognised as a crucial skill for learning, other

aspects such as empathy and leadership show significant areas for improvement.

Consequently, skills such as teamwork, self-learning and conflict resolution reflect varied

perceptions, suggesting the need to strengthen these aspects in the virtual environment.

Likewise, competences such as assertive communication, critical thinking, adaptability,

emotional intelligence and decision-making are recognised, but require further attention to reach

optimal levels of development. These findings indicate the importance of implementing specific

educational strategies that systematically promote these skills, thus preparing students for the

challenges of the modern and future labour market.

FUNDING

Non-monetary

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in the research.

ACKNOWLEDGEMENTS

To the students who participated in the research.

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Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 2-11, 2024

Desarrollo de Habilidades Blandas en la Formación Universitaria en la Era Digital

Developing Soft Skills in University Education in the Digital Age

Jorge Loáiciga-Gutiérrez

Carlos Chanto-Espinoza

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