INTERACTIVE FORMS OF LEARNING AS A MEANS OF DEVELOPING SOFT SKILLS FOR FUTURE TEACHERS
DOI:
https://doi.org/10.28925/2412-0774.2026.2.7Keywords:
artificial intelligence (AI), cross-cultural analysis, hard skills, emotional intelligence, future teachers, immersive technologies, interactive learning, mixed reality (MAR), pedagogical education, project-based learning (PBL), soft skills, three-component model.Abstract
The article explores the potential of interactive learning as a foundational tool for soft skills development among pedagogical students. Against the backdrop of contemporary educational transformations, the authors advocate for a shift in professional training paradigms, prioritizing project-based learning (PBL), immersive technologies – specifically mixed augmented reality (MAR) and artificial intelligence (AI) tools – and gamification. This methodology is positioned as a means to cultivate not only critical thinking but also emotional intelligence and reflection. The research methodology includes a systemic analysis of scholarly publications indexed in Scopus and Web of Science, alongside a cross-cultural comparison of global educational reports. The authors have improved the three-component model of a teacher's soft skills, which is divided into flexible, perspective, and emotional zones. Emotional intelligence is identified as the system-forming core of this structure. Special attention is paid to a critical analysis of implementation barriers, including the digital divide, lack of administrative support, and risks of cognitive exhaustion. The study concludes that soft skills development requires transversal integration into curricula rather than isolated initiatives. Future research directions point toward the development of adaptive AI coaches capable of integrating the cultural specificity of the future educator’s emotional intelligence.
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