Soft Skills Integration in Civil Engineering Education: Coherence Analysis and Assessment Strategies

Authors

DOI:

https://doi.org/10.31637/epsir-2026-2036

Keywords:

soft skills, civil engineering, university curriculum, assessment mechanisms, Ecuadorian regulations, teaching planning, specific assessment, institutional monitoring

Abstract

Introduction: The comprehensive training of civil engineers requires not only technical competencies but also the development of soft skills such as leadership, teamwork, effective communication, and critical thinking. Ecuadorian regulations, through CACES, establish standards for their incorporation into university curricula. Methodology: a documentary analysis was conducted on 45 course syllabi corresponding to the nine academic levels of the Civil Engineering programme at a public university in Ecuador. A consolidated matrix was developed to identify the declared soft skills, their didactic treatment, and associated assessment mechanisms. Results: all courses (100%) include explicit references to soft skills development, particularly through the “Ethical Commitment” section. However, these competencies are not always translated into measurable learning outcomes or specific evaluation strategies. Discussion: while there is coherence between the graduate profile, institutional objectives, and the curriculum, further efforts are needed to achieve systematic planning, including rubrics, targeted activities, and institutional follow-up. Conclusions: there are gaps in the teaching planning, specific assessment, and institutional monitoring of these skills. Therefore, a strategy must be found to address this issue.

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Author Biographies

Francisco Ponce Reyes, Universidad Estatal del Sur de Manabi

Researcher with experience in higher education, curriculum and skills assessment. His work focuses on the analysis and redesign of technical degree programmes, the integration of soft skills and quality assurance. He has collaborated on institutional improvement projects in the field of civil and environmental engineering.

Dunia Lisbet Domínguez Gálvez, Universidad Estatal del Sur de Manabi

Agro-industrial Process Engineer with teaching and research experience in higher education institutions in Cuba and Ecuador. She has developed work in the field of ICT applied to education, with publications indexed in Latindex, DOAJ and Scopus. Her main areas of interest include pedagogical innovation, educational artificial intelligence and environmental sustainability.

Idalberto Macías Socarrás, Universidad Estatal Península de Santa Elena

University professor with a background in teaching and applied research. He has participated in interdisciplinary projects in engineering, sustainability, and territorial development. His experience focuses on data analysis, technical policy evaluation, and professional training strategies in contexts of change. Currently a professor at the University of the Santa Elena Peninsula. Ecuador

Julio César Pino Tarragó, Universidad Estatal del Sur de Manabi

Doctor of Science and Mechanical Engineer from the Polytechnic University of Madrid. Senior lecturer at the State University of Southern Manabí (UNESUM), with more than 25 years of teaching experience in higher education, research and engineering project management. He has published numerous indexed scientific articles and academic books on engineering, sustainability and higher education. His lines of research focus on mechanical design, educational innovation and sustainable development.

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Published

2025-11-14

How to Cite

Ponce Reyes, F., Domínguez Gálvez, D. L., Macías Socarrás, I., & Pino Tarragó, J. C. (2025). Soft Skills Integration in Civil Engineering Education: Coherence Analysis and Assessment Strategies. European Public & Social Innovation Review, 11, 1–15. https://doi.org/10.31637/epsir-2026-2036

Issue

Vol. 11 (2026)

Section

Cover articles

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Copyright (c) 2025 Francisco Ponce Reyes, Dunia Lisbet Domínguez Gálvez, Idalberto Macías Socarrás, Julio César Pino Tarragó

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