What question did this study set out to answer?

This article aims to explore a theoretical framework for improving soft skills in English teaching within non-philological programs.

June 3, 2026SCIENCE TIME0 citationsOpen Access

The Theoretical Foundations of a Concept for Enhancing Soft Skills in Teaching English in Non-Philological Programmes: Approaches and Principles

KNKarimova Nilufar

Key Points

This article aims to explore a theoretical framework for improving soft skills in English teaching within non-philological programs.
Conducted a literature review of existing methodology and approaches in English teaching.
Identified and analyzed key methodological frameworks related to soft skills enhancement.
Formulated principles underlying the proposed concept for educational practices.
Defined primary methodological approaches including andragogical, competency-based, and activity-based methods.
Outlined key principles like outcome orientation and professional relevance that support soft skill integration.
Proposed that the framework enhances both linguistic competence and transferable skills in students.

Abstract

This article examines the theoretical foundations of a concept for enhancing soft skills in teaching English in non-philological programmes. The study is theoretical and conceptual in nature and is based on the analysis of relevant literature and methodological sources. The article identifies the andragogical, competency-based, and activity-based approaches as the main methodological foundation of the concept and formulates key principles such as outcome orientation, integration of language and soft skills, professional relevance, collaboration, reflection, and scaffolding. It is concluded that this framework can support the systematic development of both linguistic competence and transferable skills in higher education.

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