Soft Skills in Technical-Industrial Education: A Grounded Theory Approach

Abstract

Currently, occupational profiles prioritize attitudes over technical skills, due to the growing importance of creating work environments that foster the development of human talent. This trend is also reflected in the technical and operational field, which raises the need to review whether student training responds to these new demands. In this context, the present study aimed to develop a theoretical model based on soft skills that fosters the performance of technical and industrial students at public technological institutes in Ecuador during their pre-professional internships. The research adopted a qualitative, exploratory-descriptive approach, using in-depth interviews, focus groups, and direct observation as data collection techniques. The information was analyzed using triangulation methodology, which allowed for the identification of significant patterns and the development of grounded theory. The findings reveal that, although all soft skills are generally valuable and desirable, their prioritization depends on the specific context and the professional profile in question. Therefore, it is not feasible to establish a universal classification or a fixed hierarchical order among them. The proposed model identifies the soft skills required in the automotive sector, emphasizing that their definition must be based on the real demands of organizations, while academia must lead the development of pedagogical strategies for their development. This coordination between business and education is key to strengthening students' comprehensive training and their successful integration into the workforce.