Por los momentos, las propuestas de artículos se recibirán únicamente por el correo: revista.areteucv@gmail.com 

Areté, Revista Digital del Doctorado en Educación

Vol. 12, N° 24, 1-23, julio – diciembre, 2026. ISSN: 2443 – 4566

https://doi.org/10.55560/arete.2026.24.12.5 

Competencias blandas en educación secundaria: Evidencias científicas de su contribución al desarrollo integral

Soft skills in secondary education: Scientific evidence of their contribution to holistic development

Lucy Vidarte de Acuña  

Universidad César Vallejo, Chiclayo, Perú

lvidartedeacv@ucvvirtual.edu.pe
https://orcid.org/0009-0001-5074-4222 

Juan Pedro Soplapuco-Montalvo  

Universidad César Vallejo, Chiclayo, Perú

smontalvojp@ucvvirtual.edu.pe
https://orcid.org/0000-0003-4631-8877

Fecha de recepción: 26 junio 2026  

Fecha de aceptación: 17 agosto 2026  

Resumen

La presente revisión sistemática tuvo como objetivo analizar la producción científica publicada entre el periodo 2020 al 2025 respecto al papel de las competencias blandas en el desarrollo integral de los estudiantes de educación secundaria. Se examinaron específicamente tres dimensiones: comunicación efectiva, trabajo colaborativo y pensamiento crítico y creativo. La revisión se desarrolló siguiendo las directrices de la declaración PRISMA, mediante la búsqueda, selección y evaluación de estudios científicos procedentes de las bases de datos SCOPUS, ScienceDirect y EBSCO. Los hallazgos consolidados de 39 artículos científicos revelan que estas competencias se han afianzado como pilares fundamentales para el éxito académico, profesional y el bienestar socioemocional de los adolescentes del nivel secundario en el siglo XXI. Se revela una clara tendencia hacia la integración holística de estas habilidades blandas, el fomento continuo de la interacción humana, el uso estratégico y transformador de la tecnología y el diseño pedagógico integrado en los currículos. Entre las principales limitaciones de la revisión se identificaron la inclusión exclusiva de artículos científicos de acceso abierto, la consideración de publicaciones únicamente en español e inglés y la heterogeneidad metodológica y contextual de los estudios analizados. A pesar de estos avances, se requieren investigaciones futuras con estudios más robustos, mayor diversidad contextual y socioeconómica, así como el desarrollo de herramientas de evaluación objetivas.

Palabras clave: Habilidades blandas; educación secundaria; comunicación efectiva; trabajo colaborativo; pensamiento crítico y creativo.

Abstract

This systematic review aimed to analyze scientific literature published between 2020 and 2025 regarding the role of soft skills in the holistic development of secondary education students. Specifically, three dimensions were examined: effective communication, collaborative work, and critical and creative thinking. The review was conducted in accordance with PRISMA guidelines, involving the search, selection, and evaluation of scientific studies from the SCOPUS, ScienceDirect, and EBSCO databases. Consolidated findings from 39 scientific articles reveal that these competencies have established themselves as fundamental pillars for the academic and professional success, as well as the socio-emotional well-being, of secondary-level adolescents in the 21st century. A clear trend emerges toward the holistic integration of these soft skills, the continuous fostering of human interaction, the strategic and transformative use of technology, and pedagogical designs integrated into curricula. Key limitations identified in the review include the exclusive inclusion of open-access scientific articles, the restriction to publications in Spanish and English, and the methodological and contextual heterogeneity of the analyzed studies. Despite these advances, future research is needed—specifically studies that are more robust, encompass greater contextual and socioeconomic diversity, and involve the development of objective assessment tools. 

Keywords: Soft skills; secondary education; effective communication; collaborative work; critical and creative thinking.

Como citar: 

Vidarte de Acuña, L. y Soplapuco-Montalvo, J.P. (2026). Competencias blandas en educación secundaria: Evidencias científicas de su contribución al desarrollo integral. Areté, Revista Digital del Doctorado en Educación, 12(24), 1-23. https://doi.org/10.55560/arete.2026.24.12.5 

Refererecias

Abbasi, B. N., & Luo, Z. (2025). Evaluating the impact of structural and policy-driven school factors on the development of non-cognitive abilities among Chinese children. Children and Youth Services Review, 169, 108095. https://doi.org/10.1016/j.childyouth.2024.108095

Abid, N., Samuel, A., Ali, R., Shoaib, A., & Warraich, W. Y. (2022). Students’ interpersonal skills and its association with their academic achievement in secondary school of Pakistan. International Journal of Evaluation and Research in Education (IJERE), 11(1), Article 1. https://doi.org/10.11591/ijere.v11i1.21798

Akdim, M., Alami, A., Selmaoui, S., Sabiri, A., & Akdim, H. (2022). The Field Skills’ Development through Teaching Environmental Interactions in High School: Draa-Tafilalet Region, Morocco. Education Sciences, 12(11), Article 11. https://doi.org/10.3390/educsci12110772

Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 100649. https://doi.org/10.1016/j.tsc.2020.100649

Alsuwaidi, L., Otaki, F., Khamis, A. H., AlGurg, R., & Lakhtakia, R. (2023). Selected Skill Sets as Building Blocks for High School-to-Medical School Bridge: Longitudinal Study Among Undergraduate Medical Students. JMIR Medical Education, 9(1), e43231. https://doi.org/10.2196/43231

Annus, I., & Kaur, K. (2025). ChangeMakers – Promoting Engineering Through Developing the Soft Skills of Youngsters. Lecture Notes in Networks and Systems, 1280, 184-194.  https://doi.org/10.1007/978-3-031-83523-0_17

Bećirović, S., Dubravac, V., & Brdarević-Čeljo, A. (2022). Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom. Sage Open, 12(1). https://doi.org/10.1177/21582440221078016

Castillo, L., & Saavedra, R. (2024). A Comparative Analysis between Artificial Intelligence and Traditional Learning Methods in Developing Critical Thinking Skills among Secondary Education Students in Peru. Proceedings of the World Multi-Conference on Systemics, Cybernetics and Informatics, 200-202. https://doi.org/10.54808/wmsci2024.01.200

Chaiban, T., & Oweini, A. (2024). Assessing post-Covid-19 Lebanese teachers’ attitudes towards ICT and their level of integration in the classroom in relation to their years of experience. Heliyon, 10(18), https://doi.org/10.1016/j.heliyon.2024.e38266

Chessa, M., Delzanno, G., Ferrando, A., Gelati, L., Guerrini, G., Mascardi, V., Noceti, N., Odone, F., & Vitali, F. (2022). Smart rogaining for computer science orientation. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.971027

Conceição, C., Cadima, J., Camacho, A., & Alves, D. (2025). Testing the Effectiveness of a Social and Emotional Skill Program for Preschool Children. Early Childhood Education Journal, 1-15. https://doi.org/10.1007/s10643-025-01909-8

Dizdarević, D., Leskovar, R., & Vukovič, G. (2024). Primus inter pares effect in high schools. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1382062

Double, K. S., Masri, Y. E., McGrane, J. A., & Hopfenbeck, T. N. (2023). Do IB students have higher critical thinking? A comparison of IB with national education programs. Thinking Skills and Creativity, 50, 101416. https://doi.org/10.1016/j.tsc.2023.101416

Du, X., & Liu, Z. (2022). Influence of physical education on the mental health of college students. Revista Brasileira de Medicina Do Esporte, 28, 311-314. https://doi.org/10.1590/1517-8692202228042021_0062

ERIC Thesaurus. (2022). ERIC - Education Resources Information Center. https://eric.ed.gov/

Fernandez-Rio, J., & Casey, A. (2021). Sport education as a cooperative learning endeavour. Physical Education and Sport Pedagogy, 26(4), 375-387. https://doi.org/10.1080/17408989.2020.1810220

Fernandez-Rio, J., Cecchini, J. A., Morgan, K., Mendez-Gimenez, A., & Lloyd, R. (2022). Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling. Educational Psychology, 28(2), 91-97. https://doi.org/10.5093/psed2021a2

Giordano, F., Calaresi, D., Saladino, V., & Verrastro, V. (2025). Perception of Loneliness in Adolescence: Role of Maladaptive Personality Traits and Trauma-Related Symptomatology. Brain Sciences, 15(1), https://doi.org/10.3390/brainsci15010086

Gonzáles, C. M., García, M., Gonzáles, S. A., Canché, M., Solís, N. V., & Guadalupe, M. (2025). Pensamiento Computacional mixto con robótica y reciclaje en un proyecto social. Revista EIA, 22(43), 1-27. https://doi.org/10.24050/reia.v22i43.1827

Gutiérrez Ulloa, C. R., Cordova Castillo, C. W., Acosta Enriquez, B. G., Villena Zapata, L., García Salirrosas, L. M., Vilcapoma Pérez, C. R., & López Roca, C. (2023). Predeco program and its effectiveness on interpersonal relationships in high school students. Igniting the Spark of Innovation: Emerging Trends, Disruptive Technologies, and Innovative Models for Business Success. https://laccei.org/LEIRD2023-VirtualEdition/meta/fp101.html

Huttunen, I., Upadyaya, K., & Salmela-Aro, K. (2024). Longitudinal associations between adolescents’ social-emotional skills, school engagement, and school burnout. Learning and Individual Differences, 115, 102537. https://doi.org/10.1016/j.lindif.2024.102537

Johnson, K. L. (2020). US Pilot Curriculum for Transitioning Students with Autism Spectrum Disorders from High School to College and the Workforce. Folia Phoniatrica et Logopaedica, 73(3), 241-247. https://doi.org/10.1159/000509836

Kaewkamol, P., Thanyaphongphat, J., & Noamna, S. (2025). Promoting 21st Century Skills in Programming Education through Collaborative and Problem-Based Learning in Smart Farming. Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON), Nan, Thailand, pp. 59-63 https://doi.org/10.1109/ECTIDAMTNCON64748.2025.10962023

Kain, C., Koschmieder, C., Matischek-Jauk, M., & Bergner, S. (2024). Mapping the landscape: A scoping review of 21st century skills literature in secondary education. Teaching and Teacher Education, 151, 104739. https://doi.org/10.1016/j.tate.2024.104739

Khlaisang, J., Huang, F., Koraneekij, P., & Teo, T. (2023). Using mobile technologies to teach 21st century learning skills: A study of teachers’ acceptance in Thai secondary schools. International Journal of Mobile Learning and Organisation, 17(1-2), 254-279.  https://doi.org/10.1504/ijmlo.2023.128343

Kurata, L., Ayanwale, M. A., Molefi, R. R., & Sanni, T. (2025). Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions. International Journal of Educational Research Open, 8, 100417. https://doi.org/10.1016/j.ijedro.2024.100417

Lazou, C., & Tsinakos, A. (2025). A Framework for Participatory Creation of Digital Futures: A Longitudinal Study on Enhancing Media Literacy and Inclusion in K-12 Through Virtual Reality. Information, 16(6), Article 6. https://doi.org/10.3390/info16060482

Liang, C., Majumdar, R., Nakamizo, Y., Flanagan, B., & Ogata, H. (2024). Algorithmic group formation and group work evaluation in a learning analytics-enhanced environment: Implementation study in a Japanese junior high school. Interactive Learning Environments, 32(4), 1476-1499. https://doi.org/10.1080/10494820.2022.2121730

Liu, Z., Guo, J., Huang, H., & Tang, X. (2025). Which social-emotional skills are most important for students’ learning and well-being? An international comparison among China, USA and Finland. Learning and Individual Differences, 121, 102703. https://doi.org/10.1016/j.lindif.2025.102703

Llanos-Ruiz, D., Ausin-Villaverde, V., & Abella-Garcia, V. (2024). Interpersonal and Intrapersonal Skills for Sustainability in the Educational Robotics Classroom. Sustainability, 16(11), Article 11. https://doi.org/10.3390/su16114503

Marcillo, D. G. B., Acurio, J. A. B., & García, J. C. L. (2024). Influencia de las herramientas digitales como recursos didácticos en la figura profesional de electromecánica en el Ecuador. Tesla Revista Científica, 4(2), Article 2. https://doi.org/10.55204/trc.v4i2.e408

Marín, J.-A., García, P. A., & Duo, P. (2024). Computational thinking and programming with Arduino in education: A systematic review for secondary education. Heliyon, 10(8), e29177. https://doi.org/10.1016/j.heliyon.2024.e29177

Nahar, L., & Machado, C. (2025). Inquiry-based learning in Bangladesh: Insights into middle and high school students’ experiences and 21st century skill development. Disciplinary and Interdisciplinary Science Education Research, 7(1).  https://doi.org/10.1186/s43031-025-00122-2

Neelakantan, L., Logan, N., Raniti, M., & Reavley, N. (2025). Impacts of adolescent participation in a mental health education, leadership, and advocacy program (the Live4Life Crew) on outcomes after leaving secondary school in Victoria, Australia: A qualitative study. SSM - Mental Health, 7, 1-12, https://doi.org/10.1016/j.ssmmh.2025.100448

OECD. (2022). Habilidades para el progreso social: El poder de las habilidades sociales y emocionales. https://www.oecd.org/es/publications/habilidades-para-el-progreso-social_9789264253292-es.html

Oh, S. (2025). Arduino-based fine particulate matter STEM program: Enhancing problem-solving and collaboration in a post-pandemic blended high school setting. Frontiers in Psychology, 16.  https://doi.org/10.3389/fpsyg.2025.1524777

O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom—A systematic literature review. Thinking Skills and Creativity, 46, 101110. https://doi.org/10.1016/j.tsc.2022.101110

Palacios, S. S. S., & Salas-Blas, E. (2020). Resiliencia y habilidades sociales en estudiantes secundarios de San Luis de Shuaro, La Merced. Comuni@cción: Revista de Investigación en Comunicación y Desarrollo, 11(1), Article 1. https://doi.org/10.33595/2226-1478.11.1.394

Pellegrino, G., Feraco, T., Meneghetti, C., & Carretti, B. (2025). Ready for What’s Next? The Associations Between Social, Emotional, and Behavioral Skills and Career Adaptability in High School Students. Journal of Adolescence, 97, 1200-1210.  https://doi.org/10.1002/jad.12486

Phuti, F., Koloi-Keaikitse, S., Tsheko, G. N., & Oppong, S. (2023). Developing and Validating a Soft Skills Assessment Scale for Psychoeducational Assessment. Sage Open, 13(4), 21582440231218066. https://doi.org/10.1177/21582440231218066

PRISMA. (2024). PRISMA statement. PRISMA Statement. https://www.prisma-statement.org

Qian, X., Johnson, D., & Papay, C. (2021). Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data. Focus on Autism and Other Developmental Disabilities, 36(1), 14-24. https://doi.org/10.1177/1088357620956915

Rahmawati, Y., Ridwan, A., Heriyanti, Amalia, R., & Agustin, M. A. (2021). Dilemma teaching pedagogy for students’ soft skills development in chemistry using dilemma stories learning of polymer topic. AIP Conference Proceedings, 2331(1), 040044. https://doi.org/10.1063/5.0041919

Ratmono, B. M., Kurniasih, D., & Setyoko, P. I. (2023). Exploring the effects of social media and cyberbullying on senior high schools student interpersonal communication. Journal of Law and Sustainable Development, 11(2).  https://doi.org/10.55908/sdgs.v11i2.411

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), https://doi.org/10.1016/j.heliyon.2024.e39988

Roshid, M. M., & Haider, Md. Z. (2024). Teaching 21st-century skills in rural secondary schools: From theory to practice. Heliyon, 10(9), https://doi.org/10.1016/j.heliyon.2024.e30769

Sari, M. N., Harto, S. P., & Muhyadi, M. (2024). Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools. Journal of Education and Learning (EduLearn), 18(3), Article 3. https://doi.org/10.11591/edulearn.v18i3.21003

Sary, M. P., Bajari, A., Sugiana, D., & Sjafirah, N. A. (2024). Homeschool internship program for students’ interpersonal communication development: A descriptive study. International Journal of Innovative Research and Scientific Studies, 7(2), 618-626.  https://doi.org/10.53894/ijirss.v7i2.2704

Segarra, M. S., & Esparza, C. A. (2023). Self-perception of leadership and communication: A comparative study between female high school and university students in Ecuador. https://laccei.org/LEIRD2024-VirtualEdition/meta/FP565.html

Shafiq, A., Naseem, D. A., & Fatima, D. S. G. (2025). Integrating social skills and learning: the role of socio-emotional intelligence in student collaboration. Journal of Applied Linguistics and TESOL (JALT), 8(1), Article 1.

Silitonga, L. L., Maruli, S., & Simanjuntak, H. (2025). The impact of well-being on self-confidence: The mediating role of soft skills among adolescents. Cognitive Development, 74, 101567. https://doi.org/10.1016/j.cogdev.2025.101567

Sirinterlikci, A., Al-Jaroodi, J., & Moretti, A. (2024). Integrating Soft Skills into Technical Curriculum. ASEE Annual Conference and Exposition, Conference Proceedings.

Song, H., & Cai, L. (2024). Interactive learning environment as a source of critical thinking skills for college students. BMC Medical Education, 24(1).  https://doi.org/10.1186/s12909-024-05247-y

Soto, C. J., Napolitano, C. M., Sewell, M. N., Yoon, H. J., & Roberts, B. W. (2024). Going Beyond Traits: Social, Emotional, and Behavioral Skills Matter for Adolescents’ Success. Social Psychological and Personality Science, 15(1), 33-45. https://doi.org/10.1177/19485506221127483

Sousa, M., Sousa, C., & Luz, F. (2023). The Novelty of Collaboration: High School Students Learning and Enjoyment Perceptions When Playing Cooperative Modern Board Games. European Conference on Games Based Learning, 17(1), 632-642 https://doi.org/10.34190/ecgbl.17.1.1461

Suherman, S., & Vidákovich, T. (2024). Role of creative self-efficacy and perceived creativity as predictors of mathematical creative thinking: Mediating role of computational thinking. Thinking Skills and Creativity, 53, 101591. https://doi.org/10.1016/j.tsc.2024.101591

Sun, M., Wang, M., Wegerif, R., & Peng, J. (2022). How do students generate ideas together in scientific creativity tasks through computer-based mind mapping? Computers & Education, 176, 104359. https://doi.org/10.1016/j.compedu.2021.104359

Susilawati, Aznam, N., Paidi, & Ngadimin. (2020). Teachers’ perspectives toward soft skills in science learning. Journal of Physics: Conference Series, 1460(1), 012111. https://doi.org/10.1088/1742-6596/1460/1/012111

Synytsia, A., Koval, I., Kuzhelnyi, S., Dzhemesiuk, S., Kudin, S., Kuzhelnyi, A., Zhlobo, T., & Zhula, L. (2025). The role of physical education in shaping soft skills and self-regulation in senior students: An economic perspective. SPORT TK-EuroAmerican Journal of Sport Sciences, 14, 6-6. https://doi.org/10.6018/sportk.644821

Tanjung, D., Syahwani, A. K. I., Ayuningtyas, G., Sholihah, W., & Rivtryana, D. A. (2025). Evaluating the impact of the teaching factory model on Vocational High School student competencies in the SMK Centre of excellence program. BIO Web Conf. 171.  https://doi.org/10.1051/bioconf/202517104015

Tumbaco, G. P., Rivera, J. A., & Macías, T. M. (2025). Habilidades de comunicación en estudiantes de educación. https://ve.scielo.org/scielo.php?pid=S2739-00632025000202012&script=sci_arttext&utm_source=chatgpt.com

UNESCO. (2022). UNESCO Thesaurus. https://vocabularies.unesco.org/browser/thesaurus/en/

UNESCO. (2024). Informe sobre las habilidades socioemocionales en salas de clases de América Latina y el Caribe. https://www.unesco.org/es/articles/la-unesco-publica-un-informe-sobre-las-habilidades-socioemocionales-en-salas-de-clases-de-america

Widad, A., & Abdellah, G. (2022). Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review. Journal of Professional Nursing, 42, 209-218. https://doi.org/10.1016/j.profnurs.2022.07.010

Widyastuti, D. A., Purwanta, E., Astuti, B., Izzaty, R. E., Farozin, M., Ismail, A., & Naini, R. (2025). Assessing Validity and Reliability of Muslim Student’ Interpersonal Communication Scale: A Rasch Model Study. Islamic Guidance and Counseling Journal, 8(1).  https://doi.org/10.25217/0020258551200

Yehya, A., Rajoh, O. A., & Qadhi, S. M. (2024). A Retrospective Analysis of Interactive Videos and Skill Development in First-Year Seminars at a Higher Education Institution. International Journal of Learning, Teaching and Educational Research, 23(11). https://www.ijlter.org/index.php/ijlter/article/view/11594

Zambrano, D. de la P., & Rodríguez-Pichardo, C. (2023). Experiencia socioformativa empleando Recursos Educativos Abiertos como apoyo al aprendizaje cooperativo en tiempo pospandemia. Entreciencias: Diálogos en la Sociedad del Conocimiento, 11(25), https://doi.org/10.22201/enesl.20078064e.2023.25.83990

Lucy Vidarte de Acuña. Licenciada en educación, especialidad filosofía en ciencias sociales; con una segunda especialidad en psicopedagogía: asesoría y tutoría. Maestra en administración con mención en gestión pública. Doctoranda en Educación en la Universidad César Vallejo, Chiclayo - Perú. Docente en la Institución educativa Santo Toribio de Mogrovejo de Zaña, Lambayeque.

Juan Pedro Soplapuco-Montalvo. Licenciado en Educación Física y Matemática, Maestro en Ciencias – Docencia Universitaria e Investigación Educativa, Doctor en Ciencias de la Educación. Docente en el Doctorado en Educación en la Universidad César Vallejo, Chiclayo - Perú. Publicaciones: “Transformational leadership in Health Institute directors and digital teaching strategies in health students” – “Importance of motivation for university learning: An integrative review” – “Decolonize the Latin American university: emancipation for freedom”.

 Todos los contenidos de esta revista se distribuyen bajo una licencia de uso y distribución “Creative Commons Atribución-NoComercial-Compartir Igual 4.0 Internacional”. Puede consultar desde aquí la versión informativa y el texto legal de la licencia. Esta circunstancia ha de hacerse constar expresamente de esta forma cuando sea necesario.