FOREIGN EXPERIENCE IN DEVELOPING SOFT SKILLS OF VOCATIONAL EDUCATION STUDENTS: A COMPARATIVE ANALYSIS

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-37

Purpose. The article aims to conduct a comprehensive comparative analysis of foreign vocational education models (Germany, the Netherlands, Great Britain, the Baltic, and Scandinavian countries) to identify effective mechanisms for soft skills development and to justify the prospects for their adaptation into Ukraine's educational space in the context of European integration and post-war recovery.

Methods. The study employs a set of general scientific methods: theoretical analysis of scientific literature and the regulatory framework; systemic-structural analysis to study the specifics of educational models; the comparative-pedagogical method to contrast approaches to soft skills formation across different countries; and the generalization of foreign experience to determine strategic vectors for the development of the Ukrainian vocational school.

Results. The study examines the specifics of Germany’s «dual system», where soft skills result from direct industrial practice. It highlights the experience of the Netherlands in developing an entrepreneurial mindset through centers of innovative excellence. The British system of standardizing behavioral skills («behaviours») and the Scandinavian «lifelong learning» model based on early career guidance are analyzed. It was found that a key trend in the Baltic States is pervasive digitalization, where digital competence serves as a tool for social interaction and communication.

Conclusions. It has been established that soft skills are most effectively developed as an integrated part of professional activity through deep partnerships between education and business. The study justifies that for the modernization of Ukrainian vocational education, it is critical to transition from the academic study of "soft skills" to the creation of flexible educational trajectories, expanding the autonomy of educational institutions, and involving employers as full co-authors of the learning process. It is proven that the development of adaptability and critical thinking is a strategic tool for ensuring the mobility of Ukrainian specialists in the European labor market.