Pedagogical Dimensions of Human Growth and Soft Skill Formation

Abstract

The development of soft competencies and interpersonal intelligence is of special significance to the realization of holistic human growth in educational contexts. This empirical investigation aims to develop a multidimensional assessment model to evaluate the factors that influence the intention of using soft skill-based pedagogical practices, combining the variables found in the technology acceptance and behavioral intention model with other external variables such as emotional intelligence, self-efficacy, collaborative mindset, adaptability, and value-driven motivation. To obtain an accurate estimate, we propose a hybrid decision-making approach based on Analytical Hierarchy Process (AHP) and multiple regression analysis. Data compiled from higher education companies in Uzbekistan and neighboring Central Asian regions are used to test the formulated hypotheses. This article first analyzes the weight distribution of pedagogical dimensions, studies the moderating effect of learning environment design on the level of competency acquisition of students, and analyzes the direct effect of curricular structure on the perceived effectiveness of soft skill instruction. The results of this study reflect what pedagogical indicators and motivational constructs should be considered and how they are interconnected in a competency-building framework. The results of the AHP model and regression outputs also provide a reference for further curriculum innovation on the design and implementation of human-centered learning models under the background of transformational education reforms. Hence, we may conclude that our framework for soft skill cultivation deserves more academic attention and practical application.