A Training Model Based on Experiential Learning to Enhance University Students’ Soft Skills

Abstract

Over the last decade, the development of soft skills among higher education students has become a highly relevant topic, given the importance of these competencies for employability and professional performance. Consequently, universities are seeking strategies to renew traditional educational paradigms and to implement approaches that prioritize student-centered learning. This study presents the results of a reflective and theoretical analysis aimed at structuring a training model based on David A. Kolb’s experiential learning theory, integrating reflective practice and active learning to enhance soft skills development. To build the model, a cross-sectional review of literature published in recent years was conducted. As a result, a three-component model was designed: (1) experiential cycle, (2) learning environments, and (3) formative assessment, which also incorporates the promotion of meaningful learning and the integration of information, communication, knowledge, and digital learning technologies. The study concludes that the proposed model may contribute to consolidating students’ knowledge acquisition processes, thereby strengthening the development of their soft skills through learning contexts that connect them with the professional world.