Students’ Perspectives on Soft Skills Development in Moroccan Higher Education Institutions with Regulated Access

Prepared by the researche

• Mounia GHALMAT – Department of Commerce and Management, National School of Commerce and Management, Ibn Tofail University- Kenitra, Morocco
• Asmae BELKHOU – Department of Science and Technics of Management, Higher School of Technology, Sidi Mohammed Ben Abdellah University, Fez, Morocco

DAC Democratic Arabic Center GmbH

Journal of extremism and armed groups : Twenty-First Issue – November 2025

A Periodical International Journal published by the “Democratic Arab Center” Germany – Berlin

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Abstract

Today’s business environment has become more complex and highly competitive. Employers across various industries hire candidates with discipline-based knowledge and strong soft skills because technical and professional skills alone cannot help them achieve organizational objectives and stay competitive. The purpose of this study is to examine students’ perceptions of soft skills and their importance for academic and professional success, identify the barriers that hinder the development of these skills, and suggest measures to improve the effectiveness of soft skills development courses. Data was collected through a survey with both open-ended and closed-ended questions from 182 undergraduate students at Moroccan higher education institutions with regulated access. The findings showed that respondents recognize the importance of soft skills for their academic success and employability. It was found that a lack of proficiency in the French language and limited knowledge of job market requirements hinder the development of students’ soft skills. The results also indicated that hands-on activities, oral presentations, debates, group projects, and workshops are the most effective measures that universities should implement to enhance students’ soft skills.

Introduction

Over the last two decades, soft skills have gained significant importance among researchers in various fields, as they have been highly valued and recognized as fundamental components of the skills required for academic success, employability, professional development, and career advancement (Trilling & Fadel, 2012; Vasanthakumari, 2019). Although technical and soft skills are necessary for a successful professional career, soft skills are mostly seen as being more vital, particularly given that they are crucial to thriving in different professions and optimizing opportunities and resources in an increasingly globalized world. Years ago, technical knowledge was the only skill sought after for career employment; nonetheless, today’s job requirements reveal that hard skills are not enough to keep individuals employed and advance in their professional careers. There is now more emphasis on what people can do with the knowledge they have and on their soft skills to enhance productivity and solve problems.

Soft skills have the potential to determine and predict an individual’s success. To be employed, recruiters not only consider academic qualifications but also interpersonal attributes. In a setting where everyone is academically qualified, soft skills can differentiate these graduates and give them positional advantages over their peers (Succi & Canovi, 2019; Azmi et al., 2018). “Metaphorically, while hard skills provide you with an opportunity to run the race, your soft skills get you noticed as a competent athlete” (Sanga, 2024, p.17). The prospective employees are thus expected to possess and have a competitive edge that distinguishes them from other candidates with similar qualifications (Schulz, 2008; Volkov et al., 2022).

In today’s continuously evolving world, there is a call to promote an education that focuses not only on technical skills but also on the development of the individual in terms of behavior, mindset, attitudes, qualities, and values. Soft skills have become essential for students’ academic success and employability. They lead to effective workplace performance (Tureck & Tierean, 2021). Therefore, there is increased pressure on higher education institutions to integrate and develop these skills to meet the highly competitive and complex business environment. Moroccan universities have been compelled to implement knowledge and skills-based curricula to prepare students for the challenges that await them in the business world and enhance their learners’ soft skills to facilitate their integration into the global marketplace. Universities should equip students with competencies and personal attributes, also known as soft skills, to adapt to societal changes. Nonetheless, there appears to be a lack of consensus regarding the definition of soft skills. It is often used interchangeably with other terms such as “competency” (Marin-Zapat et al., 2022) or is referred to as “social skills”, “people skills” (Robles, 2012), “professional skills” (Environics, 2014), “interpersonal skills” (Laker & Powell, 2011), “generic skills” (Badcock et al., 2010), “power skills”, “non-cognitive skills”, “twenty-first-century skills”, and “workforce skills” (Silva, 2009).

Literature Review

According to  Feraco et al. (2022), soft skills are adaptable personality traits that control our cognition, behavior, and emotions. These traits can be described as a unique combination of behaviors, dispositions, skills, and abilities that enable individuals to overcome personal and professional challenges (Hussein, 2024). Soft skills are a set of competencies that influence an employee’s communication proficiency and well-being (Tanković et al., 2021). In this regard, Robles (2012) defined soft skills as “character traits, attitudes, and behaviors- rather than technical aptitudes of knowledge” (p.457). These attributes help graduates face challenges, adapt to new situations, develop productive relationships, and thrive in the workplace (Drew, 2017). In the same line of thought, Culcasi and Venegas (2023, p.25) stated that soft skills are “a dynamic combination of cognitive and meta-cognitive skills, interpersonal, intellectual, and practical skills. Soft skills help people to adapt and behave positively to face their professional and personal challenges (Arnold et al., 2020; Culcasi et al, 2022a; Culcasi & Venegas, 2023). Collins English Dictionary defines soft skills as “desirable qualities for certain forms of employment that do not depend on acquired knowledge: they include common sense, the ability to deal with people, and a positive, flexible attitude” (Robles, 2012, p. 457). Furthermore, Tieran (2021) considered soft skills as “the collection of fundamental abilities required to fulfill the three graduation requirements that every student must complete: the ability to meet employer expectations, the desire to continue learning throughout one’s life, and to be a good citizen” (as cited in Hussein, 2024). These skills are considered a significant added value that promotes employability (Caggiano et al., 2020). Therefore, developing and fostering soft skills will improve job performance and career advancement. Rogers (1983) argued that “the main goal of education is to promote creativity, free the mind, and welcome self-direction in the development of democratic citizens who can be trusted to think, feel, and act for themselves” (p.20). In the same line of thought, Polakova et al. (2023) stated:

Soft skills are indispensable for ensuring employability, providing a competitive advantage, future-proofing careers, possessing cross-disciplinary applications, fostering entrepreneurship and leadership, facilitating professional networking, and enhancing career advancement prospects. Possessing vital soft skills with digital skills enhances an individual’s marketability and unlocks opportunities within the dynamic labor market. (p.17)

Research has investigated the importance of soft skills for employability, including problem-solving, teamwork, communication, time management, and cultural adaptability (Volkov et al., 2022; Klaus, 2010; Mitchell et al., 2010; Bailey, 2014; Grieve, 2013; Smith, 2007). It has been found that 75% of long-term job success depends on interpersonal skills, while only 25% depends on technical and academic knowledge (Klaus, 2010). Other research reveals that soft skills contribute to 85% of career success, compared to 15% for hard skills, which include the knowledge and technical skills developed by students (Watts & Watts, 2008; National Soft Skills Association, 2015; Vasanthakumari, 2019; Albert & Husni, 2023). Sharma and Shekhawat (2020) have confirmed the importance of developing soft skills among students to enhance their competitiveness in the job market. Higher education institutions play a crucial role in developing and fostering undergraduates’ capacities and skills (Tholen, 2019; Yan et al., 2019). Universities are where students acquire subject-specific knowledge and soft skills (Cimatti, 2016). Unfortunately, the mindset of students is often heavily academic-based and exam-oriented. Some graduates believe that strong academic qualifications will guarantee them a good job. However, employers seek qualities beyond academic credentials; they are looking for individuals with strong interpersonal skills. While hard skills are necessary for graduates to secure a job, soft skills enable them to thrive in any work setting by building relationships, handling challenges, and fostering collaboration.

To improve students’ employability, universities are increasingly offering courses and implementing strategies to foster soft skills in a structured, systematic, and comprehensive manner to help graduates become competent, employable, and successful in their academic and professional careers. Hongsa (2023) believes that the development of soft skills differs from the development of technical or specialized skills. It focuses on an individual approach, self-reflection, and practical application in real-life situations. Thus, a multifaceted approach should be adopted, encompassing project-based, problem-based, and experiential learning. Furthermore, Moustadraf’s (2021) findings indicate that graduates’ soft skills are more developed through active teaching models. Students ranked group work, internship, problem-solving approach, role-playing, case study, flipped classroom, lectures, and project-based learning as the most effective pedagogical methods for soft skills development. In addition, Caeiro-Rodriguez et al. (2021) conducted a study on the promotion and instruction of soft skills in higher education institutions across five European countries. The findings revealed that “problem-based learning” is the most effective educational strategy, followed by “thinking-based learning,” “design thinking,” and “competency-based learning.” Conversely, cooperative learning, gamification, and the flipped classroom were ranked as the least effective strategies.

According to Jawabri (2017), hands-on learning experiences and internships are effective methods for students to develop soft skills. They offer them the opportunity to practice their academic skills, foster their soft skills, and gain real-time experience before entering the job market (Tang, 2019; Patacsil & Tablatin, 2017). Moreover, Austin-Egole et al. (2023) link blended learning with human capital development, demonstrating that online and offline learning significantly increase students’ engagement and provide flexibility in learning that leads to better problem-solving and decision-making abilities. Furthermore, Dilekçi (2023) finds that blended learning enhances students’ emotional intelligence through group work, debates, and virtual discussions.

To prepare students for the job market and stay competitive in the rapidly evolving global economy, Moroccan Higher Education has implemented numerous reforms emphasizing the development of students’ soft skills. It has introduced amendments requiring the inclusion of soft skills training courses in academic curricula. The new Strategic Vision Reform (2015-2030) and the ESRI 2030 Pact aim to equip graduates with essential skills and competencies to succeed internationally, improve the employability of higher education graduates, bridge the gap between academic and industry needs, and enhance the quality of education. Therefore, the current study aims to (a) investigate students’ perceptions of the importance of soft skills for their academic and professional careers, (b) identify barriers that hinder the development of these soft skills, and (c) propose strategies to improve the effectiveness of soft skills training courses.

The research questions guiding this study are as follows:

Q1: What are students’ perceptions of possessing soft skills?

Q2: What challenges do students face while developing their soft skills?

Q3: What measures can foster students’ soft skills in higher education?

Research Methods

To achieve the objectives above, this study adopted a mixed-methods research design and utilized a survey. Participants were selected using a non-probability convenience sampling method, with 182 students across Moroccan higher education institutions with regulated access responding to the questionnaire distributed via Google Forms. The questionnaire included both open-ended and closed-ended questions to ensure that the results accurately reflect the participants’ views and provide deeper insights into the study being investigated.

Descriptive data analysis was conducted to obtain means and standard deviations. Data from closed-ended questions was analyzed using statistical tools, such as percentages and averages, while data from open-ended questions were analyzed through inductive thematic analysis.

Results and Discussion

Respondents’ Demographic Profile

Table 1. Demographic data

The socio-demographic composition of the participants is described in the table above. The sample is predominantly female, with 118 women (64.8%) compared to 64 men (35.2%). This imbalance could influence certain perceptions of soft skills and teaching, particularly if specific skills are viewed differently by gender. Furthermore, the majority of respondents were in the 17-21 age group (46.7%), followed by the over-26 age group (30.8%), and lastly the 22-25 age group (22.5%). Therefore, the sample mainly comprises young adults, with a significant presence of older individuals. The data also indicate an intense concentration at the Bachelor’s level (45.6%), followed by DUT (28.6%), then Master’s (18.1%), and finally Doctorate (7.7%).

Awareness of soft skills

The participating students were asked to define the term soft skills. The purpose was to investigate students’ understanding of the term and what it implies. The analysis of the results reveals a strong recognition of the importance of soft skills in academic and professional careers. Indeed, 65.93% of participants consider these skills essential for their studies, while 16.48% see them as a key factor in employability. Moreover, almost all respondents rejected the idea that soft skills are less important than technical skills, confirming their complementary and indispensable role to hard skills.

Most respondents defined soft skills as behavioural and relational competencies, often contrasted with hard skills, which are technical and academic. They are perceived as cross-functional skills, essential to professional and social success, including competencies such as communication, adaptability, emotional intelligence, leadership, critical thinking, and time management. Others thought that soft skills lead to personal growth and efficient interaction. Nonetheless, some respondents believed that soft skills are innate abilities. They are acquired outside the classroom and increasingly developed through experience and interaction. One respondent stated:

Soft skills cannot be learned in a classroom setting. They are effectively developed through personal experience, professional training, and interaction with the outside world. Our upbringing and the whole social environment have a fundamental impact on fostering our interpersonal traits.

While others believe that soft skills can be taught and improved at school and university.

Hard skills and soft skills are learned differently, but hand in hand. For example, class discussion, oral presentations, group work, and critical analysis of some texts allow us to refine our learning and develop several interpersonal skills.  

Furthermore, some respondents stated that soft skills are a fundamental asset in the world of work, where they can better collaborate, manage challenges, and evolve in a constantly changing environment. A respondent said:

Today’s job market has become increasingly competitive. Graduates should not only be experts in a specific field but also have soft skills that will allow them to distinguish themselves from other candidates with similar qualifications in a job interview. These skills are fundamental components of career advancement and employability.

However, not all respondents share the same view. The survey reveals a lack of perception of employer demands and their impact on professional integration, with only 21.65% of participants associating them directly with recruitment. These results, validated by a highly significant Chi² test (p-value < 0.0001), indicate a non-random distribution of responses, underlining a strong but partial consensus on the place of soft skills in professional success. It is therefore essential to make students and professionals more aware of their role in employability, notably through targeted training, expert testimonials, and practical workshops for developing these strategic skills.

To investigate students’ perceptions of soft skills, participants were asked to indicate which competencies they considered to be soft skills. The findings show that creativity and innovation, communication skills, time management, and group work were unanimously recognized as the most relevant skills for academic and professional success, followed by problem-solving, emotional intelligence, adaptability and resilience, willingness to learn, and openness to others. In contrast to the previous competencies, leadership was the subject of the most debate among participants, suggesting that perceptions of leadership vary according to individual experiences and learning contexts. Survey participants were asked to name other soft skills not mentioned in the list; they identified discipline, self-esteem, conflict management, time management, responsibility, and digital literacy. These results underline the need for an appropriate pedagogical approach that integrates these soft skills, with particular attention to skills such as leadership and openness to others, which require more in-depth awareness programs.

Table 2. Students’ awareness of soft skills

The relevance of soft skills for education and employment

Analysis of the results reveals a strong recognition of the importance of soft skills in academic and professional careers. Indeed, 65.93% of participants consider these skills crucial for their studies’ success, while 16.48% view them as a key factor in employability. Significantly, many respondents reject the idea that soft skills are less important than technical skills, affirming their complementary and indispensable role alongside hard skills. However, the survey exposes a lack of awareness regarding employer demand and its impact on professional integration, with only 1.65% of participants directly connecting them to recruitment.

Table 3. Students’ perceptions of soft skills

To further validate students’ perceptions of soft skills relevance, they were asked to rate the relative importance of a set of 10 skills, derived from previous research, to identify the skills that are essential in academic training and for professional success, the skills that students believe they possess, and the skills they aim to develop. The results revealed that the top five skills highly demanded by employers are problem-solving, communication, teamwork, creativity and innovation, and time management. On the other hand,  communication, teamwork, openness, adaptability and resilience, and time management are the top five skills they possess. Besides, the top five soft skills that need improvement are leadership, time management, emotional intelligence, creativity and innovation, and communication.

This analysis aims to compare three key dimensions of soft skills among participants. The first one is the soft skills deemed necessary in the world of work, the second is the soft skills that participants feel they possess, and finally, the soft skills they wish to develop. This approach enables us to identify gaps between perceived importance, actual competence, and the need for enhancement, thus highlighting the skills to be strengthened as a priority.

Table 4. Correlation between perceived importance, skill level, and skills improvement.

Table 4 above summarizes the number of participants who selected each soft skill across the three categories. Problem-solving dominates all three categories, indicating that it is considered the most crucial soft skill in the workplace (70.88%), already possessed by many (61.54%), and still sought for improvement (40.11%). Communication is also highly valued, with nearly consistent percentages across the three dimensions (between 15% and 20%), suggesting it is a skill that individuals continuously refine. However, a significant disparity exists between the necessity of learning to learn and its possession. While only 6.04% view it as essential in the workplace, 16.48% claim to possess it, and 19.78% want to develop it. This discrepancy highlights a shifting perception that people acknowledge continuous learning is necessary to adapt to technological and market changes and climb the career ladder. Furthermore, data reveals that Leadership is significantly undervalued as a workplace requirement (2.20%) but is among the most sought-after for development (13.19%). This reflects a late realization of its importance for career progression, as many professionals only recognize its necessity when they aspire to higher responsibilities and career advancement. Despite being fundamental in most modern jobs, teamwork is the least emphasized skill in all three dimensions (1.10%, 2.75%, and 1.65%, respectively). Participants do not perceive it as a crucial differentiator in professional success. As far as creativity, time management, adaptability, and openness are concerned, they are minimally selected for development, possibly due to a lack of awareness about their relevance in the evolving job market and their impact on career success.

Challenges to soft skills development

The acquisition of soft skills is essential for academic and professional success, but is often hampered by various challenges. Participants were asked about the challenges they encountered in developing soft skills. This section identifies the key barriers to soft skills development and analyses their distribution according to gender, level of education, and age group. Table 5, below, summarizes the percentage of the responses.

Table 5. Barriers to soft skills development

The results revealed that language deficiency is the most frequent difficulty (45.6%). Limited French language proficiency is a significant barrier to the development of soft skills.  Using the French language in higher education as the main language of instruction may present a notable barrier, as many students lack the proficiency required to engage actively with course content and, thus, develop their interpersonal abilities. According to Cummins (2000), limited language proficiency increases cognitive load, making it difficult for students to process abstract ideas or participate in critical thinking and collaborative tasks. Research has also revealed that students in non-native language settings often experience anxiety, reduced motivation, and fear of making linguistic errors, which limit classroom participation and communication (Aguilar & Rodríguez, 2012; Vinke et al., 1998). In Morocco, Bouzidi (2019) found that this language gap often results in passive learning behaviors and prevents students from developing essential interpersonal and leadership skills. This disconnect has long-term consequences, as Moroccan employers frequently cite poor communication and presentation skills among university graduates, linking these deficiencies to the language challenges experienced during their studies (British Council, 2013). Thus, the instructional language is key for academic success, employability, and the holistic development of soft skills. Therefore, there is a significant need for language training to meet both academic and professional requirements.

The results also revealed that a lack of knowledge (43.4%) is another barrier to improving soft skills, indicating that participants feel they do not have enough expertise to develop their soft skills effectively. They concentrate more on exam-focused subjects and passing tests than on developing soft skills. Furthermore, participants believed that a lack of training (35.7%) hampered soft skills growth, emphasizing the impact of psychological factors on learning and professional integration. Lack of confidence and an unstimulating environment (29.7% and 26.9%) were also concerns, showing that large class sizes hamper soft skills development.

Data analysis concerning the correlation of the challenges with their distribution according to gender, level of education, and age group reveals that the influence of gender is highly significant (p = 0.005). Females report a greater lack of self-confidence and knowledge, while males seem less affected by these difficulties. The level of study was also significant (p = 0.021). Bachelor’s and DUT students have more language and knowledge deficiencies, which may be linked to a lack of specialization, while Master’s and PhD students feel more confident and better prepared. This is consistent with their advanced training and increased professional experience. Furthermore, age has a significant impact (p = 0.014). The 17-21 age group reports a significant lack of self-confidence, and the 22-25 age group had more language difficulties and a lack of knowledge. These results show that difficulties vary significantly according to age. Younger students (aged 17-21) have more gaps in their academic and language skills, while older students (aged 26+) face more adaptation challenges.

Measures to improve soft skills development

The respondents were asked to suggest measures higher education institutions should undertake to enhance their soft skills development. Data are presented in Table 6 below.

Table 6. Measures to enhance students’ soft skills

Data analysis shows that most respondents (n=136) suggested that instructors should organize more hands-on activities, because these activities are highly effective in developing soft skills. Research reveals that hands-on building activities positively impact technical and soft skills development (Kline et al., 2020). In addition, oral presentations and debates rank among the top measures to foster learners’ soft skills. Hall (2011) found that debate can enhance critical thinking and communication skills. Yang and Rusli (2012) also discovered that debate as a pedagogical tool enhances critical thinking, higher-order thinking, and study skills compared to traditional teaching methods. The preparation and delivery of arguments in debates and oral presentations help students develop their research, critical thinking, problem-solving, communication, and self-confidence. Another method suggested by the survey participants is group projects and interactive workshops. These methods promote practical skills acquisition, aid students in developing teamwork and communication skills, and allow them to apply their technical knowledge to real-world situations. Moreover, projects can require students to learn new skills and adapt to changing environments, fostering adaptability and problem-solving.

Data analysis also revealed that 19.2% of the respondents believe that role-play techniques and problem-based case studies will help students develop their soft skills. These approaches enable students to develop soft skills by collaboratively working in groups to tackle real-world problems (Macedo et al., 2024). Respondents also suggested that university instructors should implement more Information and Communication Technologies (ICT) in the educational process. Introducing interactive technologies in the learning-teaching process helps students acquire the knowledge and skills necessary to meet the modern world’s requirements. Nonetheless, only 4.2% of the survey respondents suggested blended learning for soft skills development. Most respondents believe that active learning (Problem-based learning and project-based learning) is more effective in fostering students’ soft skills (Dziuban et al., 2018).

Furthermore, a correlation analysis of demographic variables and the measures suggested by the survey respondents for soft skills development was conducted.  The results reveal that the influence of gender is highly significant (p=0.003). Females prefer interactive and collaborative methods (oral presentations, debates, role-playing, group work, etc.) while male respondents have a more balanced distribution of chosen methods. Participants’ academic level significantly influences the choice of these measures (p=0.015). Undergraduate students favor interactive and group methods. On the other hand, Doctoral students are more likely to adopt independent and theoretical approaches. Age is a highly significant factor (p = 0.007). The 17-21 age group prefers oral presentations and role-playing, while the 22-25 age group and those over 26 opt for more individualized approaches.

Conclusion

The significance of soft skills for academic and professional success cannot be overstated, especially as the professional landscape has become unpredictable. This study aimed to enhance the understanding of how university students perceive soft skills and their importance for their academic achievement and employability. Data analysis revealed that undergraduate students are not fully aware of the necessity of developing soft skills. While participants recognized the importance of soft skills for academic and professional success, some students felt the need to enhance certain soft skills essential for employment and career advancement. Results also showed that language proficiency is key to academic success, employability, and the holistic development of soft skills. Students need language training to meet both academic and professional requirements. There is also a need to raise awareness about the importance of soft skills development for students’ employability. It has become imperative for graduates to possess these skills to advance in their careers and remain competitive in the professional job market. The research findings also indicated that the university’s role in fostering soft skills among students is inadequate. Students believe these institutions should implement effective strategies that align with the demands of the continuously evolving workplace. They expect to acquire sound discipline-based knowledge and secure employment after graduation.  Therefore, higher education institutions must adopt a knowledge- and skills-based curriculum. By integrating a multifaceted approach that combines active learning, experiential learning, interactive methods, project-based learning, and personal initiatives, universities will nurture well-rounded professionals capable of facing labor market challenges and contributing to society.

Limitations and Future Work

Because female respondents are overrepresented in the sample, data interpretation should be approached with caution. Future research with more gender-balanced samples is necessary to understand students’ perceptions and differences in abilities related to developing soft skills. Additionally, the findings cannot be generalized to the wider population because the sample was not randomly selected, and the participants do not reflect the demographics of universities across different academic levels. Therefore, further research on soft skills development using stratified random sampling is recommended. Moreover, this study only examined students’ perceptions of a subset of soft skills and did not cover all skills.

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