Habilidades blandas docentes y calidad de la docencia universitaria: una revisión bibliométrica de tendencias y contribuciones
Palabras clave:
habilidades interpersonales, inteligencia emocional, calidad educativa, formación universitariaResumen
Introducción: La investigación analiza la relevancia de las habilidades blandas del profesorado para la calidad de la docencia universitaria. Materiales y métodos: El análisis bibliométrico ha examinado la evolución, tendencias y contribuciones clave de la materia, examinando 123 publicaciones relevantes entre 1950 y 2023 en Scopus y Web of Science. El marco temporal seleccionado (1950-2023) se escogió para analizar el desarrollo histórico de la materia elegida estableciendo un parámetro de estudio para una comprensión integral tanto de la progresión académica como de sus avances recientes. Resultados: Los hallazgos revelan que las habilidades blandas juegan un papel crucial en la calidad de la docencia universitaria, con un impacto positivo en la formación integral de los estudiantes. En segundo lugar, existe una evolución sostenida en la producción científica anual, con un marcado aumento en los últimos años. Discusión: En tercer lugar, existe una marcada tendencia hacia temas como la metodología, el desarrollo de la personalidad, la comunicación interpersonal, el diseño curricular, el desarrollo profesional y las estrategias didácticas, que destacan como ejes centrales en la investigación. Conclusiones: Finalmente, se destaca la importancia de incorporar las habilidades interpersonales en el currículo universitario como componente esencial para mejorar la formación integral del alumnado, favoreciendo su adaptación y rendimiento. En el futuro, es fundamental explorar cómo se integran las habilidades interpersonales en los programas educativos y redefinir tanto el perfil docente como la formación del alumnado, adaptándolos a las competencias necesarias en un entorno globalizado y dinámico.
Citas
Amara, A. B. H., & Saberi, M. (2018). Enhancing learning outcomes achievement in higher education using gaming strategies: The case of business courses. 2018-October, 923-931. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058971153&partnerID=40&md5=4d679fef0824afaccd2f306befa139d4
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. Educational Psychology Review, 34(1), 259-300. https://doi.org/10.1007/s10648-021-09614-9
Calero López, I., González-Peiteado, M., & Rodríguez-López, B. (2024). Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students. Education Sciences, 14(3), Article 3. https://doi.org/10.3390/educsci14030214
Carbonero, M. A., Martín-Antón, L. J., Flores, V., & Freitas Resende, A. (2016). Estudio comparado de los estilos de enseñanza del profesorado universitario de ciencias sociales de España y Brasil. Revista Complutense de Educación, 28(2), 631-647. https://doi.org/10.5209/rev_RCED.2017.v28.n2.50711
Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1), 97-130. Scopus. https://doi.org/10.18421/IJQR10.01-05
De Prada, E., Mareque, M., & Pino-Juste, M. (2024). Self-Esteem among University Students: How It Can Be Improved through Teamwork Skills. Education Sciences, 14(1), Article 1. https://doi.org/10.3390/educsci14010108
Den Brok, P., Brekelmans, M., Levy, J., & Wubbels, T. (2002). Diagnosing and improving the quality of teachers’ interpersonal behaviour. International Journal of Educational Management, 16(4), 176-184. https://doi.org/10.1108/09513540210432155
Deroncele-Acosta, A., & Ellis, A. (2024). Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study. Education Sciences, 14(11), 1169. https://doi.org/10.3390/educsci14111169
Deroncele-Acosta, A., Gross-Tur, R., & Medina-Zuta, P. (2021). Epistemic mapping: Essential tool in research practice. Universidad y Sociedad, 13(3), 172-188. Scopus.
Deroncele-Acosta, A. (2024). Edu-Track+: Mejorando Motivación Académica Intrínseca y Rendimiento Académico Universitario en Aulas Hyflex. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 22(2), 9–32. https://doi.org/10.15366/reice2024.22.2.001
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
Fetahu, E., & Lekli, L. (2023). Developing Soft Skills, the Intangible Qualities Empowering Competitiveness and Success in the Labor Market, Case Study, Elbasan, Albania. WSEAS Transactions on Business and Economics, 20, 965-976. Scopus. https://doi.org/10.37394/23207.2023.20.89
Galimullina, N. M., Vagaeva, O. A., Lomakin, D. E., Melnik, T. E., & Novakovskaya, A. V. (2020). Soft skills in training specialists in the sphere of standardization, metrology and quality management as a part of education for sustainable development. 1515(2). Scopus. https://doi.org/10.1088/1742-6596/1515/2/022023
Goldman, J., & Wong, B. M. (2020). Nothing soft about € soft skills’: Core competencies in quality improvement and patient safety education and practice. BMJ Quality and Safety, 29(8), 619-622. Scopus. https://doi.org/10.1136/bmjqs-2019-010512
Goleman, Daniel. (1998). Working with Emotional Intelligence. Bantam Books.
González-Rico, P., & Lluch Sintes, M. (2024). Empowering Soft Skills through Artificial Intelligence and Personalised Mentoring. Education Sciences, 14(7), Article 7. https://doi.org/10.3390/educsci14070699
Hadiyanto, Mukminin, A., Failasofah, ARIF, N., FAJARYANI, N., & HABIBI, A. (2017). In search of quality student teachers in a digital era: Reframing the practices of soft skills in teacher education. Turkish Online Journal of Educational Technology, 16(3), 70-77. Scopus.
Hamid, S. R. A., Hassan, S. S. S., & Ismail, N. A. H. (2012). Teaching quality and performance among experienced teachers in Malaysia. Australian Journal of Teacher Education, 37(11), 85-103. Scopus. https://doi.org/10.14221/ajte.2012v37n11.2
Ibrahim, M., Khairudin, N., & Salleh, D. (2018). Innovation of flipped learning encouraging better communication and critical thinking skills among accounting students. 1019. Scopus. https://doi.org/10.1088/1742-6596/1019/1/012089
Ismail, K., Mohd Nopiah, Z., & Mohd Sattar, R. (2020). Emotional intelligence and work performance among vocational teachers. Journal of Technical Education and Training, 12(3 Special Issue), 106-117. Scopus. https://doi.org/10.30880/jtet.2020.12.03.011
Joyce, S., & Magesh, R. (2016). Emotional intelligence and teacher effectiveness of arts and science college—An empirical study in Chennai. International Journal of Economic Research, 13(4), 1323-1328. Scopus.
Konrad, T., Wiek, A., & Barth, M. (2021). Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study. International Journal of Sustainability in Higher Education, 22(3), 535-560. Scopus. https://doi.org/10.1108/IJSHE-07-2020-0231
Kotzabassaki, S., Panou, M., Dimou, F., Karabagli, A., Koutsopoulou, B., & Ikonomou, U. (1997). Nursing students’ and faculty’s perceptions of the characteristics of «best» and «worst» clinical teachers: A replication study. Journal of Advanced Nursing, 26(4), 817-824. Scopus. https://doi.org/10.1046/j.1365-2648.1997.00351.x
Lankiewicz, H. (2014). Teacher interpersonal communication abilities in the classroom with regard to perceived classroom justice and teacher credibility. Second Language Learning and Teaching, 17, 101-120. Scopus. https://doi.org/10.1007/978-3-319-00188-3_7
Long, G., Stinson, M., Kelly, R. R., & Liu, Y. (1999). The relationship between teacher sign skills and student evaluations of teacher capability. American Annals of the Deaf, 144(5), 354-364. Scopus. https://doi.org/10.1353/aad.2012.0117
López-Martín, E., Gutiérrez-De-rozas, B., Otero-Mayer, A., & Expósito-Casas, E. (2022). Qualitative analysis of the professional profile of a good secondary school teacher. Revista Espanola de Pedagogia, 80(283), 493-516. Scopus. https://doi.org/10.22550/REP80-3-2022-04
Loureiro, E. M., Severo, M., Bettencourt, P., & Ferreira, M. A. (2011). Attitudes and anxiety levels of medical students towards the acquisition of competencies in communication skills. Patient Education and Counseling, 85(3), e272-e277. Scopus. https://doi.org/10.1016/j.pec.2011.07.005
Margules, M., & Keith, V. M. (1969). A study of supervisors’ ratings of most effective and least effective industrial arts teachers on three competency dimensions. Journal of Experimental Education, 37(4), 37-44. Scopus. https://doi.org/10.1080/00220973.1969.11011146
Mayer, C.-H., Krasovska, N., & Fouché, P. J. P. (2021). The meaning of life and death in the eyes of Frankl: Archetypal and terror management perspectives. Europe’s Journal of Psychology, 17(3), 164-175. https://doi.org/10.5964/ejop.4689
Medley, D. M., & Mitzel, H. E. (1959). Some behavioral correlates of teacher effectiveness. Journal of Educational Psychology, 50(6), 239-246. Scopus. https://doi.org/10.1037/h0039475
Mendo-Lázaro, S., León-del-Barco, B., Polo-del-Río, M.-I., & López-Ramos, V. M. (2022). The Impact of Cooperative Learning on University Students’ Academic Goals. Frontiers in Psychology, 12. Scopus. https://doi.org/10.3389/fpsyg.2021.787210
Mollo-Flores, M., Deroncele-Acosta, A. (2021). Meaningful Learning: towards a Meta-regulated Learning model in Hybrid Education. Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021, pp. 52-59. DOI: 10.1109/LACLO54177.2021.00066
Morales Yanayaco, L., Cerrón Oré, E. P., & Obregón Castillo, L. R. (2024). Habilidades blandas y desempeño en directores de instituciones educativas públicas peruanas. Maestro y Sociedad, 21(1), 13-21.
Morgan, A. (1989). Interactive assessment in a nursing program. The Australian journal of advanced nursing : a quarterly publication of the Royal Australian Nursing Federation, 6(4), 29-32. Scopus.
Murray, M. H., & Lonne, B. (2006). An innovative use of the web to build graduate team skills. Teaching in Higher Education, 11(1), 63-77. Scopus. https://doi.org/10.1080/13562510500400149
Navarro, M. Q., & Navarro, M. Q. (2020). Emotional intelligence and academic stress in nursing students. Ciencia y Enfermeria, 26(3), 1-9. Scopus. https://doi.org/10.4067/s0717-95532020000100203
Nehring, V. (1990). Nursing Clinical Teacher Effectiveness Inventory: A replication study of the characteristics of ‘best’ and ‘worst’ clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing, 15(8), 934-940. Scopus. https://doi.org/10.1111/j.1365-2648.1990.tb01949.x
Norabuena-Figueroa, R. P., Deroncele-Acosta, A., Rodríguez-Orellana, H. M., Norabuena-Figueroa, E. D., Flores-Chinte, M. C., Huamán-Romero, L. L., Tarazona-Miranda, V. H., & Mollo-Flores, M. E. (2025). Digital Teaching Practices and Student Academic Stress in the Era of Digitalization in Higher Education. Applied Sciences, 15(3), Article 3. https://doi.org/10.3390/app15031487
Norabuena-Figueroa, R. P., Rodríguez-Orellana, H. M., Norabuena-Figueroa, E. D., & Deroncele-Acosta, A. (2025). Organizational Climate as a Key to Positive Mental Health and Academic Engagement in University Students: A Structural Equation Modeling Approach. European Journal of Investigation in Health, Psychology and Education, 15(2), Article 2. https://doi.org/10.3390/ejihpe15020017
Pertegal-Felices, M. L., Castejón-Costa, J. L., & Martínez, M. Á. (2011). Competencias Socioemocionales en el Desarrollo Profesional del Maestro. Educación XX1, 14(2). https://doi.org/10.5944/educxx1.14.2.253
Palacios-Núñez, M. L., Deroncele-Acosta, A., Medina-Zuta, P., & Goñi-Cruz, F. F. (2022). Aprendizaje Profesional Colaborativo: Hacia la Sostenibilidad de la Formación Continua del Docente para una Educación de Calidad. Edutec. Revista Electrónica De Tecnología Educativa, (82), 167-182. https://doi.org/10.21556/edutec.2022.82.2569
Palacios-Núñez, M., Deroncele-Acosta, A., & Goñi Cruz, F. F. (2022). APRENDIZAJE COLABORATIVO EN LÍNEA: FACTORES DE ÉXITO PARA SU EFECTIVIDAD. Revista Conhecimento Online, 2, 158–179. https://doi.org/10.25112/rco.v2.2925
Praveena, D., Purushotham, E., Kumar, J. S., & Vijaya Lakshmi, P. (2020). How the collaborative learning can strengthen the Teaching and learning process in Engineering Education. 981(2). Scopus. https://doi.org/10.1088/1757-899X/981/2/022091
Ragusa, A., Caggiano, V., Trigueros Ramos, R., González-Bernal, J. J., Gentil-Gutiérrez, A., Bastos, S. A. M. C., González-Santos, J., & Santamaría-Peláez, M. (2022). High Education and University Teaching and Learning Processes: Soft Skills. International Journal of Environmental Research and Public Health, 19(17). Scopus. https://doi.org/10.3390/ijerph191710699
Raitskaya, L., & Tikhonova, E. (2019). Skills and Competencies in Higher Education and Beyond. Journal of Language and Education, 5(4), 4-8. https://doi.org/10.17323/jle.2019.10186
Rodriguez Siu, J. L., Rodríguez Salazar, R. E., & Fuerte Montaño, L. (2021). Habilidades blandas y el desempeño docente en el nivel superior de la educación. Propósitos y Representaciones, 9(1). https://doi.org/10.20511/pyr2021.v9n1.1038
Rojas Chacaltana, S. A., Etchart-Puza, J. A., Cardenas-Zedano, W. J., & Herencia-Escalante, V. H. (2023). Socioemotional Competencies in higher education. Universidad Ciencia y Tecnología, 27(119), 72-80. https://doi.org/10.47460/uct.v27i119.708
Saepudin, E., Roza, P., Munaf, D. R., Jatnika, A. W., Taufik, M., Azhari, S. K., & Ernawati, E. (2022). The Strategy of Soft Skills Development in Higher Education (Case Study at The Institut Teknologi Bandung, Indonesia). En H. Nuriman, N. Kurniasih, S. Rahmansyah, P. Roza, A. G. Jati, & T. M. Sudradjat (Eds.), Proceedings of the Conference on Digital Humanities 2022 (CODH 2022) (pp. 95-110). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-69-5_10
Shahsavari, H., Parsa-Yekta, Z., Houser, M. L., & Ghiyasvandian, S. (2015). First encounters with instructors: The experiences and perceptions of nursing students in Iran. Journal of Nursing Research, 23(2), 109-117. Scopus. https://doi.org/10.1097/jnr.0000000000000073
Soria-Barreto, K. L., & Cleveland-Slimming, M. R. (2020). Perception of first year commercial engineering students on critical thinking and teamwork competencies. Formacion Universitaria, 13(1), 103-114. Scopus. https://doi.org/10.4067/S0718-50062020000100103
Taylor, L. K., Cook, P. F., Green, E. E., & Keith Rogers, J. (1988). Better Interviews: The Effects of Supervisor Training on Listening and Collaborative Skills. Journal of Educational Research, 82(2), 89-95. Scopus. https://doi.org/10.1080/00220671.1988.10885873
Tobias, R. (1981). Learning anesthesiology made less stressful by increasing teacher effectiveness. Journal of the American Association of Nurse Anesthetists, 49(4), 386-388. Scopus.
Triyanto. (2019). Understanding student participation within a group learning. South African Journal of Education, 39(2). Scopus. https://doi.org/10.15700/saje.v39n2a1629
Valente, M. (2023). Peer Assessment in the University Context for the Development of Transversal and Digital Skills. 767 LNNS, 607-619. Scopus. https://doi.org/10.1007/978-3-031-41637-8_49
Van Horne, C., & Rakedzon, T. (2024). Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom. Education Sciences, 14(3), Article 3. https://doi.org/10.3390/educsci14030248
Varela-Losada, M., Pérez-Rodríguez, U., Álvarez-Lires, F. J., & Álvarez-Lires, M. M. (2014). Developing teaching competences through participative methodologies on environmental education. Formacion Universitaria, 7(6), 27-36. Scopus. https://doi.org/10.4067/S0718-50062014000600004
Varvarigou, M. (2016). ’I owe it to my group members...who critically commented on my conducting’—Cooperative learning in choral conducting education. International Journal of Music Education, 34(1), 116-130. Scopus. https://doi.org/10.1177/0255761414535564
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Liliana Morales-Yanayaco, Karla Mavel Bolo-Romero, Omar Bellido-Valdiviezo, Carolina Fresya Lizano-Espinoza, José Eduardo Maguiña-Vizcarra
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.
Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.
Universidad de Oriente 