Abstract:

In the rapidly advancing domains of Science, Technology, Engineering, and Mathematics (STEM), equipping students with interpersonal skills is equally vital as their technical education. Facing the challenges posed by the new era of socioeconomic development driven by digital reforms, this article explores the adaptive strategies educational institutions must undertake to prepare students for a future where digital inclusion is paramount. Such endeavour requires not only a transformation in teaching methodologies and attitudes of educators and learners but also the development of approaches to mitigate the social inequalities exacerbated by digital transformation, ensuring balanced access to technological resources for all students.This study provides a detailed analysis of the activities within the Soft Skills for Science and Technology course (CTCT) offered at NOVA School of Science and Technology. The course aims to equip science and engineering students with essential non-technical skills, covering areas such as employability, time management, teamwork, leadership, information management and communication in science, ethics, and deontology, alongside advanced spreadsheet usage. The present research aims to suggest targeted modifications to enhance the course's effectiveness. Furthermore, it addresses critical questions regarding the key competencies required by 21st-century engineers and scientists and the most effective methods for acquiring these skills in a higher education setting. It also seeks to identify the crucial ethical issues that should be integrated into engineering education. Drawing upon an extensive review of literature in cognitive psychology and educational research, the analysis identifies discrepancies between existing pedagogical practices and optimized teaching strategies informed by contemporary understandings of learning processes. Despite the goal of fostering a broad range of transversal skills, current implementations may fall short in maximizing the enduring acquisition and application of these skills, especially in situations characterized by technological disparities. The innovation proposed in this document consists of a suite of evidence-based recommendations for refining the mentioned course. These suggestions aim not only to enhance the educational experience, in developing interpersonal skills within STEM fields but also to foster greater digital inclusivity. The findings aim to contribute to the scholarly discourse on the efficacy of educational methodologies in higher education, particularly in meeting the challenges of the current socio-technical landscape, thereby facilitating a holistic integration of transversal skills into the science and engineering curricula.

Keywords:

Soft Skills, higher-education, digital Inclusion.