Developing soft skills in an adaptive learning environment: the case of digital technologies

Abstract

Abstract In today’s education system, the importance of developing soft skills in an adaptive learning environment is increasing. Skills such as communication, critical thinking, collaboration, and problem solving are key indicators of training specialists who are in demand in the labor market. In this regard, the use of digital technologies (virtual reality, three-dimensional modeling, interactive simulations) not only facilitates students’ adaptation to the learning process but also significantly accelerates the development of soft skills. The purpose of the study was to evaluate the impact of using digital technologies in an adaptive learning environment on students’ soft skills and to determine their effectiveness. A literature review was conducted and a survey method was applied. The collected data were processed using SPSS Statistics 26.0 and Microsoft Excel. Descriptive statistics, Pearson’s correlation, and Cronbach’s Alpha reliability coefficient (α = 0.884, “good” level) were calculated as part of the statistical analysis. In addition, the System Usability Scale (SUS) method was employed to assess the current effectiveness of the system in the adaptive environment. A total of 82 students participated in the study. According to the SUS questionnaire, the average score was 71.5. This score is located in the acceptable range, corresponds qualitatively to the “Excellent” description, and aligns with the “B” evaluation level. This indicates that students perceived the adaptive digital learning environment at a high level. Moreover, the survey data confirmed that digital technologies significantly enhanced students’ communication, collaboration, and problem-solving skills.