Critical thinking on soft skills development of college students

This study investigated the intricate relationship between critical thinking and the development of soft skills among college students. The research drew on the Transferability Hypothesis, which posits that skills acquired in one domain can be applied to another, to explore the extent to which critical thinking abilities influence the enhancement of time management competencies. A total of 214 students participated in the survey, responding to a researcher-made questionnaire designed to gauge their critical thinking abilities and soft skills development. The survey results revealed specific patterns. The students demonstrated a high level of agreement in their responses concerning Judgement and Problem-Solving skills (Mean = 2.54, SD = 0.47), ranking it first among the critical thinking skills assessed. Questioning (Mean = 2.51, SD = 0.49) also garnered agreement and was ranked second. Interpretation (Mean = 2.49, SD = 0.51) and Analyses (Mean = 2.47, SD = 0.49) exhibited disagreement and were categorized as low-level skills. The mean score for critical thinking skills overall was 2.50 (SD = 0.24), reflecting a collective inclination towards disagreement and a low-level proficiency. On the front of soft skills development, the students showcased a high level of agreement in Time Management Skills (Mean = 2.54, SD = 0.50), ranking it first among the assessed soft skills. Communication Skills (Mean = 2.53, SD = 0.47) and Adaptability Skills (Mean = 2.52, SD = 0.48) followed suit, with students expressing a collective agreement. Creative Thinking Skills (Mean = 2.48, SD = 0.49) yielded disagreement and were designated as low-level skills. The mean score for soft skills was 2.52 (SD = 0.25), signifying a widespread agreement and a high level of proficiency.