Abstract
This study examines the increasing demand for soft skills in engineering education in response to evolving labor market demands in Colombia. The study identifies the most frequently required soft skills in engineering-related entry-job postings and examine how human-centered artificial intelligence (AI) technologies could support their development in undergraduate programs. This research is relevant because it bridges the gap between industry expectations and academic preparation. Furthermore, its theoretical contribution enriches conversations about the role of emerging technologies in fostering innovation and employability. Grounded in the fields of education and engineering, the study employs a mixed-methods approach. First, it extracts and classifies soft skills from entry-job postings, primarily on LinkedIn. It also includes a web-based search and literature review of AI applications in education. The findings reveal a prioritized set of soft skills commonly expected of Colombian engineering graduates, including communication, teamwork and problem-solving. They also highlight the potential of various AI tools, such as adaptive learning platforms, conversational agents, and simulation-based environments, to support the development of these skills. The paper emphasizes the potential of human-centered AI as a means to foster personalized, engaging, and socially transformative learning experiences, not merely as a delivery mechanism. Finally, it recommends further empirical research and pilot implementations to evaluate the impact of these tools in real-world learning environments.
Presenters
Eliana Pena TibaduizaFaculty, Industrial Engineering, Universidad Industrial de Santander, Santander, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Designing Social Transformations
KEYWORDS
Soft Skills, Engineering, Entry-jobs, IA
