Integrating Soft Skills into Secondary Education: Toward an Analytical Framework Linking Pedagogical Approaches, Stakeholders, and Educational Practices.

Abstract

The integration of soft skills into secondary education remains understudied, and existing research most often isolates a single method, actor, or system without specifying the conditions under which they produce a lasting effect. This theoretical article proposes an analytical framework as a precursor to a conceptual model still under development. Based on a narrative review drawing on social constructivism, experiential learning, and self-efficacy, it articulates three dimensions: pedagogical approaches (the “how”), actors (the “who”), and systems (the “where” and “when”). It argues that integration depends on coherence among these dimensions and highlights its emotional and relational aspects: emotional intelligence, teachers’ socio-emotional competence, and a climate of trust. The quality of teaching is identified as an expected but unmeasured outcome.The article distinguishes between the related concepts of soft skills, quality of teaching, pedagogical quality, the teacherstudent relationship, and academic success; it explains the process of developing the framework and clarifies its contributions and limitations. Three theoretical propositions are derived from this framework, to be tested in Moroccan private high schools during a subsequent field study.

Key words: soft skills; secondary education; pedagogical approaches; educational stakeholders; systems; analytical framework. 

Received Date: September 17, 2026

Accepted Date: October 09, 2026

Published Date: November 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1040