2026-07-26T01:42:45Zhttps://ebiltegia.mondragon.edu/oai/request

oai:ebiltegia.mondragon.edu:20.500.11984/145012026-06-06T06:15:36Zcom_20.500.11984_473com_20.500.11984_14090col_20.500.11984_476

Urkia-Basterra, Iraia Alvarez-Huerta, Paula Imaz Agirre, Ainara 2026-06-05T14:29:44Z 2026-06-05T14:29:44Z 2026 0742-051X https://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=201934 https://hdl.handle.net/20.500.11984/14501 Soft skills are essential for pre-service teachers to manage classrooms effectively, adapt to professional challenges, and enhance student learning. This study investigates soft skills development among pre-service teachers enrolled in a Dual Higher Education programme at a university in the Basque Country (Spain), which integrates academic learning with workplace practice. An explanatory sequential mixed methods design was applied to examine changes in social competence, flexibility, efficacy beliefs, lifelong learning, and communication skills, as well as the structural and pedagogical factors supporting their development. Quantitative data were collected through pre- and post-programme questionnaires completed by 102 final-year pre-service teachers, followed by two focus groups with pre-service teachers and university tutors. Results indicate improvements in flexibility, efficacy beliefs, lifelong learning, and communication skills. Programme duration, systematic theory–practice integration, reflective activities, mentoring, and peer support were identified as key enabling factors. eng Attribution-NonCommercial 4.0 International http://creativecommons.org/licenses/by-nc/4.0/ © The Authors Soft skills Pre-service teachers Dual Higher Education Work-Integrated Learning Mixed methods Soft skills development in pre-service teachers through dual higher education programmes: A mixed methods research