<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jiří Škoda</style></author><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Martin  Bílek</style></author><author><style face="normal" font="default" size="100%">Zuzana Procházková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING STUDENTS’ SOFT SKILLS IN INQUIRY-BASED LOWER SECONDARY SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inquiry-based lower secondary science education (IBSE)</style></keyword><keyword><style  face="normal" font="default" size="100%">school environment</style></keyword><keyword><style  face="normal" font="default" size="100%">science literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">self-assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">soft skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714179</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Inquiry-based science education (IBSE) is a student learning management strategy focusing not only on the active construction of knowledge in the natural sciences. Through the used educational procedures, it also develops students' soft skills. The impact of IBSE on the development of soft skills was monitored in a group of 14- to 15-year-old students in Czech basic schools. The main aim of the study was to determine whether IBSE contributes to greater development of students' self-assessment of the achievement level of selected soft skills compared to the transmissive model of managing their learning activities. The study employed an educational experiment as its validation method. The experimental group (N = 232) received IBSE teaching over a five-month period, delivered by teachers who had received prior IBSE training and were regularly supervised by the research team. The control group (N = 207) was taught using the transmission model for the same duration. Soft skill self-assessment was conducted using an 80-questions questionnaire based on interval scales. For each skill, the level of self-assessment was calculated as the arithmetic average of respondents’ ratings across 10 items. The collected data were analysed using descriptive and inferential statistical methods. The results show that students taught using IBSE reported significantly higher self-assessed levels in communication, teamwork, problem-solving, creativity, and the ability to learn new things compared to the control group. IBSE appears to be an effective educational model that not only supports science literacy but also fosters the development of key soft skills applicable in real-life and out-of-school contexts.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">840-859</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jefri Mailool</style></author><author><style face="normal" font="default" size="100%">Heri Retnawati</style></author><author><style face="normal" font="default" size="100%">Samsul Arifin</style></author><author><style face="normal" font="default" size="100%">Ameliasari Tauresia Kesuma</style></author><author><style face="normal" font="default" size="100%">Himawan Putranta</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LECTURERS’ EXPERIENCES IN TEACHING SOFT SKILLS IN TEACHER PROFESSION EDUCATION PROGRAM (TPEP) IN INDONESIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">pre-service teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">soft skills</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher profession education program (TPEP)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1587022485.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Teacher Profession Education Program (hereafter abbreviated: TPEP) in Indonesia is a program designed to generate professional teachers. Every pre-service teacher must be equipped with adequate hard skills and soft skills before diving into a professional environment. This phenomenological research explored the lecturers' experiences in teaching soft skills to the students of TPEP. This research aims at getting a clear understanding of how soft skills teaching is implemented and what kinds of soft skills have been trained during TPEP. The data in this research were primarily collected through in-depth interviews conducted with 15 teaching lecturers from three universities that hold and organize the TPEP. Data analysis used analytic reduction which started from identifying important statements of the interview results, determining the core theme, and describing the essence of the entire experience. The results found that teaching soft skills with integrated/embedded models was used in the TPEP. Lecture, presentation, assignment, mentoring, and practice methods were used to train the TPEP students’ soft skills. While the soft skills that have been trained during the implementation of the TPEP consist of ethics, self-reliance, responsibility, patience, critical thinking skills, communication skills, teamwork, tolerance, and social skills. The future research is expected to develop a criteria-based on integrated soft skills assessment model that can be used to assess the achievement of the acquisition of teachers’ soft skills at the end of TPEP.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">215-234</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">John  Gowland-Mwangi</style></author><author><style face="normal" font="default" size="100%">Agnes Oywaya  Nkurumwa</style></author><author><style face="normal" font="default" size="100%">Stephen  Wambugu Maina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BUILDING JUA-KALI OPERATORS’ CAPACITY IN SOFT SKILLS FOR FASTER ECONOMIC DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">economic development</style></keyword><keyword><style  face="normal" font="default" size="100%">soft skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=924381</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Kenya’s Jua-Kali sector offers an alternative to formal employment. Though one needs technical and soft skills to work effectively, the latter are critical for successful entrepreneurship and unless Jua-Kali operators are trained in soft skills, they cannot function effectively. A trainer requires knowledge of what they need, lack and extent of deficiency. A cross-sectional survey design involving 230 randomly selected operators was used to provide this information. Extension experts ascertained the questionnaire’s content validity whose reliability was 0.93α at 0.05 confidence level. The operators were 15-71years old with 69% married, 65% male, and 99% formally trained. Soft skills’ mean acquisition was 55% at primary, 61% at secondary and 71% at tertiary level and was independent of gender; &gt;90% of the operators lacked but required all 18 soft skills. Males dominated jobs requiring higher capital and more physical strength while females dominated jobs requiring lower capital and less physical strength and also the food sector; The sector accommodated people of all ages, majority being self-employed; on-the-job training was inadequate; and teaching soft skills within curricula was the best training modality. The researchers recommended mainstreaming formal provision of soft skills; training using the best modality and encouraging more people to join the sector.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">43-57</style></section></record></records></xml>