- Чаусов, І.А, (orcid.org/0000-0002-6675-3262) (2026) Psychological Conditions for the Development of Soft Skills Among Prospective Educators in Digital Technology Fields Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Chausov, І. А. Psychological Conditions for the Development of of Soft Skills Among Prospective Educators in Digital Technology Fields. – A qualifying scientific work, a manuscript. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in specialty 05 Social and Behavioral Sciences (053 – Psychology). – State Educational Institution «University of Education Management» of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. Research Focus This dissertation presents a theoretical grounding and empirical investigation into the psychological conditions that foster the development of soft skills among prospective educators in digital technology fields. The study focuses on the developmental trajectory of these competencies, with particular attention to the psychological factors and institutional conditions that enable and sustain their growth. Aim To theoretically conceptualize and empirically examine the psychological characteristics of soft skills in future digital technology educators, and to identify and validate the psychological conditions that support their development within a structured organizational and psychological support framework. Research Tasks: 1.Conduct a theoretical and methodological analysis of existing approaches to soft skills, justifying an integrative framework as the methodological foundation for studying professionals’ competencies. 2.Clarify the specific demands of teaching in digital technology fields and define the functional role of soft skills within the corresponding pedagogical professionalism. 3. Develop an original structural-functional model of future digital technology educators' soft skills, serving as the theoretical basis for investigating their developmental conditions. 4. Empirically examine the level, structure, typological, social and demographic features of future digital technology educators' soft skills. 5. Theoretically ground a system of psychological conditions for soft skills development, integrated into an organizational-psychological support framework during professional training. 6. Design and pilot-test an original instructional module, “Developing Soft Skills for Future Digital Technology Educators,” in a formative experiment as a practical mechanism for implementing these psychological conditions. Methodology The study employed a multi-method design comprising: • Theoretical methods: literature analysis, synthesis, systemic and comparative analysis, abstraction, modeling, and theoretical generalization. • Empirical methods: A validated psychometric battery assessing five domains: - Cognitive-intellectual: Critical Thinking Test (L. Starkey, adapted by O. Lutsenko, 2014); Creative Potential & Practical Creativity Scale (CPPC-17; T. DiLiello & J. Houghton, adapted by L. Karamushka & M. Tychenko, 2023). - Communicative-social: KOZ-1 (B. Fedoryshyn & V. Synyavskyi); Teamwork Capacity (V. Horbunova, 2014). - Emotional-regulatory: Hall Emotional Intelligence Test (EQ) (adapted by O. Kokun et al., 2023); Stress Resilience (ed. S. Maksymenko et al., 2004). - Organizational-managerial: Leadership Propensity Self-Assessment (O. Kokun et al., 2023); KOZ-1 Organizer Scale; EQ Self-Motivation Scale; Responsibility & Autonomy Test (I. Verteiko, 2021). - Adaptive-developmental: Social Adaptation Diagnostic (M. Lemak & V. Petryshche, 2023); Lifelong Learning Capacity (ed. I. Novyk). Supplementary methods included observation, surveys, activity product analysis, and a formative experiment. • Statistical analysis: Data were processed using IBM SPSS Statistics 22.0, employing descriptive statistics, score standardization, distribution normality checks, correlation analysis, one- and two-way ANOVA, and hierarchical and k-means clustering. Кey Findings Theoretical analysis justified an integrative methodological approach to soft skills and clarified the pedagogical demands of digital technology education, identifying three core functions of educators’ soft skills: pedagogical interaction, instructional effectiveness, and professional self-actualization. An original structural-functional model was developed, comprising five interrelated components: cognitive-intellectual, communicative-social, emotional-regulatory, organizational-managerial, and adaptive-developmental. Empirical findings (N = 323) revealed a non-uniform, internally differentiated developmental trajectory. Three distinct typological profiles emerged: harmoniously high (41.8 %), communication-organization dominant (22.9 %), and resource-deficient (35.3 %). Systemic intercomponent relationships were confirmed, and key developmental drivers were identified. Psychological conditions for soft skills development were operationalized and integrated into a structured support framework for professional training. The pilot-tested instructional module successfully demonstrated these conditions in practice. Four key developmental patterns were observed during the support process: “from resistance to acceptance,” “from knowledge to lived experience,” “from individual to collaborative,” and “awareness as a turning point.” Original Contributions • An original structural-functional model of soft skills for future digital technology educators, grounded in an integrative approach. The model comprises five interrelated components, each with distinct content, functions, and psychological rationale tailored to the demands of digital pedagogy. • A theoretically grounded and empirically validated system of psychological conditions for soft skills development, including: fostering a subject-subject learning environment; raising awareness of the need for soft skills development; individualizing development plans based on diagnostic profiling and self-monitoring; embedding development into digital learning through interactive instructional methods; and implementing systematic reflective practice to internalize soft skills as stable personal attributes. • A novel conceptualization of organizational-psychological support as a systematic, collaborative process led by university psychological services, faculty, and educational stakeholders, designed to create optimal psychological conditions for the holistic development of all five soft skill components. • Identification and empirical validation of three distinct soft skill profiles, providing a basis for differentiated psychological support. • A comprehensive three-tier support framework (objective-methodological, content-process, and outcome-evaluation blocks). • A validated instructional module serving as a practical implementation tool that integrates theoretical content with experiential learning, structured according to the proposed model. Conceptual Refinements • Clarified the content and contextual specificity of each soft skill component, accounting for the techno-stress inherent in digital pedagogy, instructors’ dual role as both users and creators of digital tools, project-based instructional demands, and the necessity of continuous professional updating. • Delineated the functional role of soft skills in digital technology teaching through three core functions, highlighting their psychological nature and context-dependent activation. • Reconceptualized organizational-psychological support as a systematic, non-directive developmental mechanism characterized by sustained engagement, individualization, and a focus on the learner’s agentic position, distinguishing it from traditional directive psychological interventions. Extended Theoretical Insights • Strengthened the methodological foundation for studying soft skills by demonstrating the integrative approach as the most appropriate framework for examining digital technology educators. • Identified key psychological and sociodemographic determinants of soft skill development, including age, prior educational experience, degree level, and mode of study, which differentially shape specific component trajectories. • Advanced a typological perspective on soft skills as a complement to traditional level-based assessments, enabling precision-targeted support programs that address profile-specific strengths and gaps. • Uncovered four core psychological dynamics underlying soft skill development during structured support, elucidating the mechanisms of deep personal transformation. Рractical Implications • University Psychological Services: The support framework and guiding principles provide an evidence-based blueprint for designing individualized programs aligned with students’ soft skill profiles. • Curriculum Design: The instructional module can be integrated as a mandatory component of master’s-level teacher education programs. Its accompanying materials (training protocols, simulation scenarios, portfolio assessments) are ready for immediate implementation. • Faculty Development: Contextual learning principles and experiential methods can enrich courses such as Organizational Psychology, Higher Education Pedagogy, and Digital Didactics. • Assessment & Diagnostics: The standardized 10-test battery and the three typological profiles enable comprehensive soft skill profiling and facilitate differentiated support planning. • Professional Development: Findings and developmental patterns can inform training programs and burnout prevention strategies for digital technology educators. • Educational Policy: Results support the mandatory inclusion of specialized soft skill modules in teacher training curricula and the institutionalization of systematic psychological support as a standard component of quality pedagogical education. Directions for Future Research Development of profile-specific training programs tailored to each of the three identified soft skill typologies, enhancing the precision and efficacy of psychological support. Investigation of how prolonged conflict and forced displacement affect soft skill development in this population; the observed link between internally displaced person (IDP) status and the resource-deficient profile warrants targeted intervention studies. Examination of soft skill dynamics in AI-integrated educational environments, particularly identifying which competencies gain prominence as AI tools become standard in pedagogical practice. Cross-cultural comparative studies of prospective digital technology educators in Ukraine and other countries, which would enrich international scholarly discourse and help distinguish universal developmental patterns from context-specific ones.
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