Validation of Soft Skills Scale Using Pedagogical Bachelor Students in Universities in Almaty City, Kazakhstan

Abstract

Background and objective: The relevance of soft skills among university graduates has increased due to the growing demand for 21st-century capabilities, especially in pedagogical fields where interpersonal, communication, and reflective skills are critical for professional activity. Despite their acknowledged importance, the evaluation of soft skills is still uneven and frequently uses tools created in various educational and cultural contexts, which raises questions regarding contextual validity and application. Thus, this study validated a Soft Skills Scale for pedagogical bachelor students at universities in Almaty City, Kazakhstan.

Method: A large-scale administration was part of the standard psychometric processes used in the scale validation process. The scale's underlying factor structure was found using exploratory factor analysis and model fit and construct validity were confirmed using confirmatory factor analysis. Cronbach's alpha coefficients were used to evaluate reliability, and convergent and discriminant validity indices were looked at to ensure measurement accuracy.

Findings: The results showed a multidimensional structure of soft skills that included important areas like Personal, Social, Situational and Problem-Solving Skills. With good factor loadings, robust model fit indices, and excellent internal consistency, the final scale showed satisfactory psychometric qualities. These findings are consistent with earlier validation research that emphasize the significance of culturally grounded instruments.

Conclusion: Soft Skills Scale is very important for pedagogical bachelor students at universities in Almaty City, Kazakhstan, as it is culturally relevant.

Contribution: By offering a validated tool specifically designed for Kazakhstani higher education, the study advances the field of educational measurement, especially in the area of pedagogical training. Hence, this serves as a basis for upcoming longitudinal studies and cross-cultural research on the development of soft skills in higher education.