Development of communicative soft skills under conditions of education digital transformation
Keywords:
soft skills, digital communication, emotional intelligence, communicative reflection, personality, social perception, self-regulation, higher education studentsSynopsis
The digital transformation of education emphasizes the importance of developing communication skills among students of higher education institutions to ensure effective interaction in technologically mediated contexts. The growing importance of online communication, the volume of information and changes in models of social interaction create new requirements for emotional regulation, social perception, reflexivity and maintaining a constructive style of interaction in the digital environment. In this context, the development of communicative soft skills is especially important to ensure flexibility of behavior, responsibility for one's own communicative decisions and readiness to adapt to dynamic formats of cooperation.
The study presents an approach to the development of the communicative competence of applicants based on a combination of emotional-reflective mechanisms and modern educational technologies. Empirical results showed a positive dynamics in terms of emotional intelligence and communicative reflection, which indicates the formation of a more conscious and adaptive style of digital interaction. The identified correlations between emotional and reflective components confirm the systemic nature of communicative development and the importance of targeted work with the indicated psychological determinants. The obtained data can be used to improve educational programs aimed at preparing future specialists for effective activity in the conditions of digital communication and multi-format interaction.
References
Danylevskyi, D. (2024). The impact of distance learning on the development of information and communication skills of students of higher education institutions. Professional Education Methodology Theory and Technologies, 10 (1), 22–33. https://doi.org/10.69587/pemtt/1.2024.22
Zubtsova, Y., Derstuganova, N., Butenko, V., Ponomarenko, N., Gura, O. (2024). Enhancing students’ soft skills via blended learning methods. Multidisciplinary Reviews, 8. https://doi.org/10.31893/multirev.2024spe073
Kubátová, J., Müller, M., Kosina, D., Kročil, O., Slavíčková, P. (2025). Soft Skills for the Twenty-First Century: Delphi Research. Soft Skills for the 21st Century. Cham: Springer, 29–57. https://doi.org/10.1007/978-3-031-89557-9_5
Breil, S. M., Mielke, I., Ahrens, H., Geldmacher, T., Sensmeier, J., Marschall, B., Back, M. D. (2022). Predicting Actual Social Skill Expression from Personality and Skill Self-Concepts. Journal of Intelligence, 10 (3), 48. https://doi.org/10.3390/jintelligence10030048
Ge, D. (2025). Resilience and online learning emotional engagement among college students in the digital age: a perspective based on self-regulated learning theory. BMC Psychology, 13 (1). https://doi.org/10.1186/s40359-025-02631-1
Bogdan, Zh. (2025). Psychology of Soft Skills of the Future Specialist. Kharkiv: S. Kuznets KhNUE, 214. Available at: https://repository.hneu.edu.ua/handle/123456789/36011
Shuppe, L., Koval, V., Sotska, H., Trynus, O., Melnyk, A. (2024). Communicative competence of future specialists in the information and digital educational environment. Revista Amazonia Investiga, 13 (77), 188–200. https://doi.org/10.34069/ai/2024.77.05.14
Buła, P., Thompson, A., Żak, A. A. (2024). Nurturing teamwork and team dynamics in a hybrid work model. Central European Management Journal, 32 (3), 475–489. https://doi.org/10.1108/cemj-12-2022-0277
Bohdan, Zh., Kolisnyk, M. (2024). Komunikatyvni hnuchki navychky fakhivtsia sotsionomichnoho profiliu. Visnyk KhNPU imeni H. S. Skovorody "Psykholohiia", 70, 66–78. https://doi.org/10.34142/23129387.2024.70.05
Ziegele, D., Zerfass, A. (2021). Stress resilience: researching a key competence for professionals in communication management. Journal of Communication Management, 25 (4), 335–352. https://doi.org/10.1108/jcom-11-2020-0142
Wiitavaara, B., Widar, L. (2025). Challenges and opportunities related to online studies in higher education. Education and Information Technologies, 30 (11), 15001–15026. https://doi.org/10.1007/s10639-025-13406-x
Smulson, M. (2024). Psychological and pedagogical backgrounds of distance education. Herald of the National Academy of Educational Sciences of Ukraine, 6 (2), 1–5. https://doi.org/10.37472/v.naes.2024.6222
Polishchuk, A. V., Duganets, V. I., Duganets, V. I. (2023). Formation of communicative competence of applicants for higher education in conditions of distance learning in higher education institutions. Professional and Applied Didactics, 1, 12–16. https://doi.org/10.37406/2521-6449/2023-1-2
Vasylenko, O. M., Martyniuk, I. S., Kuzminskyi, S. I. (2024). The role of ‘soft skills’ in the development of professional orientation and competence of higher education students. Professional and Applied Didactics, 2, 20–24. https://doi.org/10.37406/2521-6449/2024-2-3
Mohammed, F. S., Ozdamli, F. (2024). A Systematic Literature Review of Soft Skills in Information Technology Education. Behavioral Sciences, 14 (10), 894. https://doi.org/10.3390/bs14100894
Grillo, H. M., Enesi, M. (2022). impact, importance, types, and use of non-verbal communication in social relations. Linguistics and Culture Review, 6, 291–307. https://doi.org/10.21744/lingcure.v6ns3.2161
Čekić, E. (2025). Virtual Empathy: A Systematic Review of the Impact of Digital Communication on Interpersonal Relationships and Social Dynamics. International Journal of Psychology, 10 (2), 11–29. https://doi.org/10.47604/ijp.3320
Novoa-Echaurren, Á., Pavez, I., Anabalón, M. E. (2025). Reflective Practice and Digital Technology Use in a University Context: A Qualitative Approach to Transformative Teaching. Education Sciences, 15 (6), 643. https://doi.org/10.3390/educsci15060643
Ovdiienko, I., Brukhovetska, O., Verbytska, L., Tiahur, L., Chausova, T., Inzhyievska, L. (2025). Emotional and Motivational Mechanisms of Soft Skills Growth as Determinants of Mental Well-being. Health Leadership and Quality of Life, 4, 632. https://doi.org/10.56294/hl2025632
Koutroubas, V., Galanakis, M. (2022). Bandura’s Social Learning Theory and Its Importance in the Organizational Psychology Context. Psychology Research, 12 (6), 315–322. https://doi.org/10.17265/2159-5542/2022.06.001
Ragusa, A., Caggiano, V., Trigueros Ramos, R., González-Bernal, J. J., Gentil-Gutiérrez, A., Bastos, S. A. M. C. et al. (2022). High Education and University Teaching and Learning Processes: Soft Skills. International Journal of Environmental Research and Public Health, 19 (17), 10699. https://doi.org/10.3390/ijerph191710699
Stuart, K. (2014). Activity theory as a reflective and analytic tool for action research on multi-professional collaborative practice. Reflective Practice, 15 (3), 347–362. https://doi.org/10.1080/14623943.2014.900007
Zinovieva, T., Kolot, S. (2023). Enhancing students’ emotional intelligence with game-based learning as an ICT tool. Open Educational E-Environment of Modern University, 15, 46–61. https://doi.org/10.28925/2414-0325.2023.154
Downloads
Pages
53-70
Published
March 31, 2026
Categories
Copyright (c) 2026 Nadiia Morhunova, Zhanna Bogdan, Lina Perelygina, Nataliia Miniailo, Iryna Shulga
Details about the available publication format: PDF
PDF
ISBN-13 (15)
978-617-8360-24-5
How to Cite
Bogdan, Z., Perelygina, L., Miniailo, N., Morhunova, N., & Shulga, I. (2026). Development of communicative soft skills under conditions of education digital transformation . In N. Morhunova, I. Levchenko, & A. Kholodov (Eds.), PSYCHOLOGICAL-PEDAGOGICAL AND LINGUODIDACTIC PROBLEMS OF LANGUAGE EDUCATION UNDER CONDITIONS OF SOCIETY DIGITAL TRANSFORMATION (pp. 53–70). Kharkiv: TECHNOLOGY CENTER PC. https://doi.org/10.15587/978-617-8360-24-5.ch4
