Navigating the soft skills challenge in AI-mediated technical higher education: ESTO as a case study

Abstract

This paper explores the integration of soft skills into higher education curricula, especially in response to the need for communication, teamwork, and critical thinking in an AI-driven world. Drawing on teaching and observation experiences at ESTO (École Supérieure de Technologie Oujda), a qualitative methodology was deployed to examine how students (N = 191) in technical programs engage in tasks like oral presentations and critical writing. The findings indicate that many students struggled with articulating ideas, understanding key concepts, and developing independent solutions, with some patterns resembling AI-generated content. This highlights gaps in soft skills development in technical programs. The study advocates for reshaping teaching practices to prioritize soft skills through intentional curriculum design, interdisciplinary collaboration, and revised assessment strategies to better prepare students for a complex professional landscape.