Critical Soft Skills for Sustainability in Higher Education: A Multi-Phase Qualitative Study

Abstract

Sustainability requires a holistic perspective beyond technological advancements, integrating relational and socio-emotional dimensions critical for addressing the complexity of contemporary challenges. In this context, interpersonal and intrapersonal skills, often referred to as soft skills, emerge as central elements, particularly within the educational domain. This article aims to identify critical soft skills for sustainability and systematize educational practices supporting their development and integration into higher education. Employing a methodological framework grounded in Design-Based Research (DBR) and Design Thinking (DT), this research was conducted in three phases: (i) immersion, (ii) content analysis, and (iii) synthesis. The results identify 19 soft skills, grouped into four main categories: (i) Communication, Collaboration, and Diversity Management; (ii) Self-Awareness and Emotional Management; (iii) Environmental, Cultural, and Social Awareness; and (iv) Ethical Values and Spirituality. For each category, specific educational practices are presented, offering a strategic pathway to integrate these skills into higher education and advance competencies aligned with sustainability. This study highlights the urgent need for a transformative shift in higher education, proposing a structured and adaptable model for integrating critical soft skills into the educational field. This approach aims to equip individuals with the interpersonal and intrapersonal competencies to navigate complex socio-environmental challenges and contribute to a more sustainable future.

1. Introduction

Sustainability is a central theme in the contemporary world, with a broad consensus that citizens must develop key competencies to address global challenges constructively and responsibly [1]. However, the traditional sustainability framework, which primarily focuses on financial, social, and environmental dimensions, is insufficient in navigating the complexity of these challenges [2] as it overlooks critical humanistic and ethical aspects [3], which are vital for effective sustainability initiatives.

Goering [4] argues that sufficient technology already exists to enable a global climate transition; however, meaningful progress requires profound changes in attitudes, behaviors, and socio-economic structures. Many authors agree that the educational system is crucial in driving these changes [2,5,6,7]. Despite this potential, current education systems often fail to consistently and effectively teach the skills necessary to address sustainability challenges [8]. Formal education remains rooted in predatory principles and instrumental rationality perpetuating unsustainable values. To foster a sustainability culture, educational systems must be reoriented, as they are both a solution and part of the problem [9]. The predominant educational model continues to emphasize repetition and individual competition, undervaluing creativity and each student’s unique abilities, and focusing largely on preparing students for the labor market rather than their broader social and environmental responsibilities [10].

Education for sustainability extends beyond understanding environmental and ecological principles [11], requiring a deeper awareness of the interconnectedness of environmental elements and humanity’s dependence on natural processes for existence and well-being [12]. Educational institutions at all levels, from preschool to higher education, are responsible for addressing sustainable development issues and promoting sustainability-related competencies [1]. In particular, higher education institutions (HEIs) must equip students not only with technical knowledge but also with global competencies that enable them to tackle sustainable development challenges, as outlined in the UN’s 2030 Agenda [13].

A key aspect of this education involves the development of soft skills—interpersonal and intrapersonal competencies [14] that complement technical skills or hard skills. This set of skills includes effective communication, the ability to work in teams and solve problems, empathy, creative thinking, self-regulation, motivation, and self-awareness, among others [15,16,17,18,19]. In the educational context, these skills have been gaining increasing attention [2,5,6,7] and align with the concept of holistic learning [20], which recognizes that human beings are composed of various dimensions—cognitive, emotional, social, and physical—and that education should address all of them in a balanced manner. Furthermore, research in neuroscience and educational psychology shows that emotions and relationships play a crucial role in learning [2,21], directly affecting attention, memory, and problem-solving abilities. Given the alarming rates of anxiety, stress, and burnout among university students [22,23], promoting soft skills can support student well-being and equip them to navigate academic and professional pressures sustainably.

Also, in the professional world, soft skills are increasingly valued. The World Economic Forum [19] emphasizes that competencies such as collaboration, emotional intelligence, and solving complex problems are among the most critical in current and future job markets. These skills enable individuals to navigate uncertainty, embrace diversity, and tackle challenges within dynamic, collaborative environments. Additionally, soft skills are crucial in promoting a culture of peace and healthy coexistence [2]. Consequently, an education approach based on soft skills supports individual development and contributes directly to creating more cohesive and collaborative communities.

Given the growing recognition of the importance of soft skills in both educational and professional contexts, it is essential to consider how these competencies are addressed within existing sustainability frameworks, such as those developed by Wiek et al. [24] and Redman and Wiek [7], which provide a foundation for understanding the role of competencies for sustainability. This framework identifies eight key competencies: (i) systems thinking, (ii) anticipatory competence, (iii) normative competence, (iv) strategic competence, (v) interpersonal competence, (vi) intrapersonal competence, (vii) implementation competence, and (viii) integration competence. Interpersonal competence is considered critical and transversal, as it supports the effective application of the other competencies [24]. However, intrapersonal competence remains underrepresented in traditional educational frameworks [7], indicating that education often emphasizes technical and intellectual skills while neglecting students’ emotional and personal development.

Despite the valuable insights provided by these frameworks, there is still a lack of comprehensive research on which specific soft skills (interpersonal and intrapersonal competence) are most critical for promoting sustainability and how these competencies can be systematically integrated into higher education curricula. The absence of established models and reference systems that connect these competencies to educational practices also presents a significant barrier to modernizing learning environments.

To address this gap, this research seeks to answer the following central question: Which soft skills are critical for sustainability, and what educational practices can support their development in higher education? This article aims to identify these critical soft skills and systematize educational practices to enable their integration into higher education curricula, promoting learning aligned with contemporary sustainability challenges.

To achieve these objectives, the methodology is inspired by the principles of Design-Based Research (DBR) and Design Thinking (DT). Both approaches are particularly suited to this study because they emphasize real-world application, iterative processes, and stakeholder engagement, essential for understanding how soft skills for sustainability can be effectively integrated into the educational field.

2. Materials and Methods

DBR is a methodology aimed at understanding and improving educational practice through designing and implementing interventions in real-world teaching and learning contexts [25]. On the other hand, DT is an innovative paradigm and a structured methodology for solving complex problems and promoting innovation across various sectors [26]. Based on abductive reasoning, DT formulates and answers questions by observing the context of the problem [27]. Additionally, DT provides a broad set of tools—such as insight cards, affinity diagrams, selection criteria, concept maps, and storyboards—that help organize, visualize, and prioritize information, facilitating the development of creative and structured solutions. Combining DBR’s emphasis on real-world educational interventions and DT’s human-centered problem-solving approach, this methodology is particularly well suited for addressing the complexities of integrating soft skills for sustainability in higher education.

This research combined qualitative methods, including a literature review, desk research, content analysis, and a synthesis phase involving insight cards and affinity diagrams. The combination of these methods was organized into three interconnected phases—(i) immersion, (ii) content analysis, and (iii) synthesis—creating a comprehensive and multifaceted approach to understanding and addressing the critical soft skills for sustainability in higher education, as illustrated in Figure 1.

2.1. Immersion

During the immersion phase, a comprehensive literature review on soft skills and sustainability was conducted, supplemented by research on higher education institutions and organizations aligned with the topic. Both literature reviews were carried out using databases, including Scopus, Web of Science, and Google Scholar, to ensure a broad and diverse selection of the relevant literature. Additionally, a review of educational practices for sustainability was conducted, connecting theory and practice. For the literature review on soft skills and sustainability, the selected articles followed specific selection criteria to ensure the robustness and comprehensiveness of the analysis, such as (i) relevance and timeliness of the publications and (ii) preference for research offering a holistic perspective on the topic, covering different aspects of soft skills.

In the desk research, higher education institutions (HEIs) or international organizations were selected based on the following criteria: (i) accessibility and availability of data online, (ii) the language of available documentation in English or Portuguese, and (iii) the selected institutions’ alignment with the specific objectives of the research. The data were collected by accessing the official websites of the selected institutions, where relevant documents from the educational programs were extracted, including course descriptions, syllabi, and available supplement.

An additional review of educational practices for sustainability was conducted to identify terms related to sustainability, higher education, and educational methodologies that connect theory and practice. The search focused on publications exploring how educational systems can incorporate sustainable competencies, ensuring the review covered diverse educational contexts and practices.

2.2. Content Analysis

The analysis phase was inspired by content analysis, a flexible and systematic research technique widely used to interpret the meaning of textual data [28]. This method contextualizes findings and meets scientific research objectives across various fields [29]. This study used conventional content analysis, an inductive approach in which categories emerge directly from the data without imposing a pre-existing theoretical framework [28]. This approach is especially useful when exploring complex phenomena based on the collected data, as in the case of soft skills related to sustainability.

The coding process was carried out in several rounds of refinement, with the participation of two researchers. The first researcher performed the initial coding independently during the first coding round. In this stage, there was no predefined coding structure; instead, codes emerged as the researcher read and interpreted the content of the documents. The initial coding involved identifying words, phrases, and themes that appeared frequently or were particularly relevant to understanding soft skills in the context of sustainability. In the subsequent rounds, the second researcher participated in the validation process. The researchers met periodically to compare the assigned codes and discuss possible discrepancies. The emerging codes were reviewed, refined, and adjusted during these meetings to ensure consistency and relevance. Additionally, the discussions helped identify possible gaps or areas where the interpretation needed to be more detailed or adjusted. This collaborative process ensured greater rigor in the coding and contributed to the robustness of the analysis.

2.3. Synthesis

The categorization and visualization of data were conducted during the synthesis phase. Categorization is a structured process essential for organizing and classifying data, which involves grouping text elements into categories based on common characteristics or themes [30]. In the context of this research, this grouping was performed based on the relationships between the codes identified in the previous phase. The categories were constructed through the analysis of interactions between the codes, with the aim of identifying central themes and facilitating the interpretation and analysis of the critical soft skills for sustainability.

The results of this categorization were compiled into insight cards and an affinity diagram, providing a visual perspective and ensuring a detailed and contextualized understanding of the collected data [27]. Additionally, the results from the complementary review were integrated with the findings on the critical soft skills for sustainability, allowing for a comprehensive view of how to promote these skills within the educational context.

The final categories generated during the synthesis phase were subjected to a validation process with three researchers who act as university professors with academic and practical expertise in topics related to education and sustainability. The validation was conducted through a presentation of the categories in a seminar, where the professors had the opportunity to analyze the categories and suggest modifications or improvements. This validation process was crucial to ensure that the categories were representative, relevant, and applicable to the educational context of sustainability.

3. Results

3.1. Soft Skills for Sustainability in the Literature Review

Based on the framework proposed by Redman and Wiek [7], which defines eight key competencies (systems thinking, anticipatory, normative, strategic, interpersonal, intrapersonal, implementation, and integration), this study focuses on a deeper analysis of interpersonal and intrapersonal competencies (soft skills) through complementary research efforts. Interpersonal competencies refer to the ability to interact effectively with others [14], involving clear communication, collaboration, and leadership in diverse cultural contexts and interdisciplinary projects [24]. These skills include compassionate communication, cooperation, flexibility, negotiation, conflict resolution, and empathetic leadership [7,31], all essential for empowering change agents to drive the transformations necessary for sustainability. Intrapersonal competencies, on the other hand, refer to the ability to self-manage and reflect [6,14,32], as well as to set personal boundaries and manage stress while promoting sustainable transformations [7]. These skills are critical for individuals to navigate internal and external challenges, maintain emotional balance, and stay focused on their values and goals.

Among the various concepts related to this topic, emotional intelligence (EI) is central to understanding interpersonal and intrapersonal soft skills. EI involves a set of essential abilities that underpin these categories. It can be defined as the capacity to perceive, understand, utilize, and manage emotions effectively [2]. EI encompasses the ability to recognize one’s emotions and those of others [21], constructively managing emotions to solve problems and interact cooperatively. It can be structured into five main components: (i) self-awareness, (ii) self-regulation, (iii) motivation, (iv) empathy, and (v) social skills [21].

Estrada et al. [2] explored the importance of EI in teaching and learning processes, particularly in sustainability education. They argued that valuing emotions, human affect, and the development of emotional intelligence is crucial for fostering a more compassionate and sustainably engaged society. Furthermore, they proposed including compassion as a mediating variable in the relationship between EI and academic performance, emphasizing its significance in educational settings. This inclusion is notable as compassion is often explored in fields such as theology or philosophy, while its analysis in educational contexts remains less common. The study provided empirical evidence that the relationship between EI and academic performance is mediated by compassion and engagement.

Similarly, Frank [32] highlighted that the affective and motivational challenges associated with behavior change and engagement in sustainable practices are often overlooked in educational processes. In his study, Frank proposed a set of six personal competencies that individuals can develop to foster sustainable consumption practices: (i) self-awareness, (ii) clarity of values, (iii) emotional resilience, (iv) self-care, (v) the ability to access and cultivate ethical virtues, and (vi) the ability to access and nurture sustainability mindsets. The core argument is that while external enforcement of sustainable behaviors may play a role, true change must stem from an internal connection to sustainability values. Clarity of values is emphasized as a prerequisite for individuals to reflect on their actions, thereby adopting more responsible and conscious consumption behaviors.

Finally, Giangrande et al. [6] also emphasized that education and personal transformation are fundamental to achieving sustainable development goals. According to the authors, global sustainability objectives can only be attained through personal transformation and shifts in individual consciousness. They proposed a set of intrapersonal skills that are vital for self-reflection and personal growth in the context of sustainability education. These include the ability to (i) cultivate states of presence, (ii) foster self-awareness, (iii) manage stress, (iv) navigate contradictory emotions and thoughts, (v) develop internal states of compassion and connection with oneself and others, and (vi) derive meaning from experiences and synthesize them into new perspectives.

In summary, identifying interpersonal and intrapersonal competencies in the analyzed studies reinforces the importance of soft skills and deepens the understanding of how personal transformation and education serve as foundational pillars for building a sustainable society. The emphasis on integrating emotional intelligence and compassion into educational processes [2,32] underscores that true progress toward sustainability begins with individual development and awareness [6].

3.2. Soft Skills for Sustainability in Desk Research

While the literature review provided a theoretical foundation on interpersonal and intrapersonal competencies within sustainability, this phase moves toward a more empirical approach. Through desk research, we explored how these skills are prioritized in the curricula of educational institutions (EIs) committed to sustainability practices. Three reference institutions were selected—(i) Schumacher College, (iii) Gaia Education, and (iii) UNIPAZ—due to their explicit commitment to sustainability and their alignment with the criteria established in this research. This selection enabled an in-depth analysis of how these soft skills are embedded in educational environments focused on sustainable transformation.

Schumacher College, founded in 1991 in England by Satish Kumar, is an international center dedicated to the reflection and practice of sustainable living. The school integrates practical, intellectual, and emotional learning, addressing ecological, social, economic, and spiritual crises in an interconnected manner. Its programs include postgraduate degrees in Economics for Transition, Ecological Design Thinking, and Holistic Science, as well as short courses. Since 2014, Schumacher College has also had a presence in Brazil [33]. The primary soft skills identified in the analysis of the pedagogical projects of its courses include (i) environmental and social awareness, (ii) collaboration and communication, (iii) empathy and social consciousness, (iv) leadership and group facilitation, (v) self-awareness and self-knowledge, (vi) critical thinking and deep reflection, and (vii) adaptability and flexibility. The curricula emphasize global and local socio-ecological issues, fostering awareness of the interconnectedness of environmental and social systems and the importance of sustainability. The college proposes an innovative approach to integrate holistic education into the social and ecological contexts in which students are immersed. This learning model, called “place-based learning”, extends beyond the transmission of academic knowledge, connecting students to the environments in which they live. The aim is for learning to occur within the community context, considering interactions between social and ecological systems and how these systems influence human behavior and thought.

Gaia Education was founded by a group of educators called GEESE (Global Ecovillage Educators for a Sustainable Earth), who collaborated to create a transdisciplinary ecovillage curriculum. Initially launched in 2005, the Ecovillage Design curriculum became an online postgraduate program in 2008. Since then, over 300 programs have been offered across six continents to create regenerative and resilient communities. Gaia Education’s mission is to support the co-creation of regenerative cultures by providing educational programs and project-based learning to individuals and organizations driving systemic change [34]. The key soft skills identified at this institution include (i) community collaboration, (ii) nonviolent communication, (iii) conflict management and diversity navigation, (iv) personal and collective empowerment, (v) cultural and values awareness, (vi) facilitation of complex dialogues, (vii) deep connection with nature, (viii) spiritual and well-being practices, and (ix) creation of meaningful rituals. Within the social dimension of sustainability design, students rediscover the importance of community collaboration over competitive advantage and reconnect with humans’ beauty, compassion, and innate power to co-create the changes they wish to see in their communities. Moreover, students become aware of how different worldviews and value systems influence perceptions and decisions, including their own. This awareness informs their ability to propose and design solutions in diverse situations. Additionally, there is an emphasis on fostering a deep connection with nature through personal experiences, creating intimate and meaningful bonds with the natural environment.

UNIPAZ is a nonprofit NGO recognized by the Brazilian federal government, dedicated to promoting a culture of peace through a holistic and transdisciplinary approach. Founded in Brasília in 1986, it has branches in various Brazilian cities and Lisbon, Portugal. Based on Pierre Weil’s pedagogy, its educational program has been implemented in multiple institutions and has trained over 20,000 people in Brazil. UNIPAZ’s mission is to promote the awakening of an integrated consciousness for peace that is aligned with sustainability, while its vision seeks to build a transdisciplinary and holistic 21st century [35]. The primary soft skills identified in this organization include (i) compassionate communication, (ii) conflict resolution, (iii) cooperation, (iv) empathy, (v) self-awareness, (vi) self-care, (vii) synthesis ability, (viii) systems thinking, (ix) emotional resilience, and (x) care ethics. UNIPAZ is guided by three fundamental principles: the Holistic Transdisciplinary Paradigm, which integrates different levels of reality and recognizes the world’s complexity; the Culture of Peace, which fosters a harmonious and respectful global environment; and Health and Wholeness, which pursues integral well-being through mindfulness, love, care ethics, acceptance, vocation, and service. These principles inform its activities, promoting holistic vision, peace, and individual well-being.

Thus, the soft skills identified in the curricula and pedagogical programs of these EIs reflect a commitment to personal and community transformation, emphasizing values such as collaboration, empathy, resilience, and social and environmental awareness. This convergence underscores the importance of holistic and experiential learning, integrating emotional, spiritual, and practical dimensions to prepare individuals to lead systemic changes toward a more sustainable and peaceful society [33,34,35]. As such, these institutions’ contributions to sustainability education offer a rich repertoire of practices and competencies that can inspire and guide the development of curricula dedicated to cultivating conscious and engaged leaders for a more balanced and sustainable future.

3.3. Analysis and Synthesis of Critical Soft Skills for Sustainability

Following the detailed investigation of soft skills during the literature review and desk research phases, the next stage of this study involved consolidating and synthesizing the gathered information. Organizational and visualization tools such as insight cards and affinity diagrams were employed to structure the data in a clear and accessible manner. The content analysis identified 19 critical soft skill (CSS) categories for sustainability. Insight cards were created based on emerging patterns and themes from this analysis, providing detailed descriptions of each skill, its relationship to sustainability, and other relevant aspects. This information was systematically organized in

Table 1. Critical soft skills for sustainability.

Code	Critical Soft Skills for Sustainability	Description	Relation to Sustainability	Source
CSS01	Nonviolent and compassionate communication	Ability to express thoughts and feelings clearly, respectfully, and empathetically, fostering mutual understanding.	Facilitates collaboration and open dialogue among stakeholders, which is essential for resolving conflicts and achieving sustainable agreements.	[7,31,33,34,35]
CSS02	Facilitation of complex dialogues	Skill to manage and guide discussions involving multiple perspectives and interests to reach a consensus or understanding.	Important to integrate diverse opinions and knowledge in the search for sustainable solutions.	[34,35]
CSS03	Ability to embrace diversity	Ability to work and interact effectively with people from different backgrounds, cultures, and perspectives.	Promotes inclusion and respect for differences, fundamental for social justice and sustainability.	[34]
CSS04	Negotiation and conflict resolution	Skill to negotiate agreements and resolve disputes constructively and effectively.	Essential for resolving disputes and finding compromises in sustainability projects.	[7,31,33,35]
CSS05	Adaptability and flexibility	Ability to adjust to new conditions and respond positively to changes.	Necessary to face the dynamic and unpredictable challenges associated with sustainability issues.	[7,31,33]
CCS06	Self-management and self-regulation	Ability to manage one’s time, resources, and behavior efficiently, and to consciously control impulses, emotions, and actions.	Promotes efficiency and individual responsibility and helps maintain consistent and responsible behavior for sustainability.	[2,6,14,21,32]
CCS07	Critical thinking and self reflection	Ability to analyze and evaluate information and situations logically and reflectively, and to learn from one’s actions.	Helps assess impacts, make well-informed decisions, and learn from experiences.	[2,6,14,32,33,35]
CSS08	Self-awareness	Ability to recognize and understand one’s feelings, values, and behaviors.	Enables a deeper understanding of one’s actions and their impact on the environment and society.	[6,21,32,33,35]
CSS09	Compassion	Ability to recognize and understand others’ suffering and the motivation to alleviate it.	Motivates action against social and environmental injustices, fostering practices and policies benefiting marginalized communities and degraded environments.	[2]
CSS10	Emotional resilience	Ability to recover from adversity and maintain emotional stability.	Essential for coping with the challenges and stresses related to sustainability issues.	[6,32,35]
CSS11	Social and environmental awareness	Understanding interactions between social and environmental factors and their implications for sustainability.	Promotes informed and responsible decisions that contribute to collective and environmental well-being.	[6,32,33,34]
CSS12	Cultural and values awareness	Recognition and appreciation of diverse cultures and value systems influencing behavior and decisions.	Facilitates respectful and productive interaction in multicultural contexts and integrates different perspectives.	[32,34]
CSS13	Empathy	Ability to understand others’ feelings and perspectives.	Facilitates cooperation and mutual understanding, fostering compassionate and inclusive actions.	[2,21,33,35]
CSS14	Personal and collective empowerment	Ability to promote growth and autonomy both individually and within groups.	Important for balancing personal development with collective engagement, motivating and mobilizing communities for sustainable change.	[34]
CSS15	Spiritual practices and meaningful rituals	Engagement in activities promoting spiritual well-being and creating rituals that strengthen personal and community connections.	Contributes to personal balance and the building of cohesive communities aligned with shared values.	[34,35]
CSS16	Ethics of care	Commitment to principles of caring for oneself, others, and nature.	Encourages respect and responsibility, fostering collaboration and collective well-being.	[32,34,35]
CSS17	Deep connection with nature	Development of a meaningful bond with nature, recognizing its importance and influence on human life.	Strengthens sustainability commitments by creating an emotional connection with the environment and fostering respect and care.	[6,32,34,35]
CSS18	Synthesis ability	Ability to integrate and summarize complex information for clear and actionable understanding.	Facilitates decision making and effective communication of ideas.	[6,35]
CSS19	Motivation and presence	Ability to maintain focus and energy on goals and tasks while being fully engaged in the present moment.	Crucial for sustained engagement and dedication to sustainable initiatives, strengthening social and environmental responsibility.	[2,6,21]

, facilitating synthesis and offering a structured and integrated view of the results obtained.

Affinity diagrams are powerful visual tools that group insight cards based on similarities, dependencies, or conceptual proximity [27]. This approach offers several advantages, such as facilitating the identification of patterns and relationships among competencies and providing a clear and integrated view of the analyzed set. Additionally, it promotes an efficient synthesis of information, making it easier to understand the connection between skills and their relevance in sustainability. Based on the information presented in Table 1, an affinity diagram (Figure 2) was created, where the 19 critical soft skills were organized into four main categories: (i) Communication, Collaboration, and Diversity Management; (ii) Self-Awareness and Emotional Management; (iii) Environmental, Cultural, and Social Awareness; and (iv) Ethical Values and Spirituality. This structure systematizes the competencies and facilitates their integration process in higher education.

3.3.1. Communication, Collaboration, and Diversity Management

The Communication, Collaboration, and Diversity Management category involves transmitting information clearly and effectively and collaborating efficiently with others by managing and resolving conflicts constructively. In the case of this category, discussions between the researchers have highlighted that these three skills are interdependent for creating inclusive and collaborative environments. For example, communication is essential for the clear and respectful exchange of ideas, which serves as a prerequisite for collaboration—the ability to work together toward common goals. Both skills depend on diversity management, which involves managing and valuing cultural, social, and individual differences within a group. In sustainable contexts, fostering inclusive dialogues and collaborating with people from diverse backgrounds and perspectives are crucial, making this grouping logical and cohesive. In that way, students should learn to celebrate diversity fairly and inclusively, especially when confronted with differences [34]. Educational institutions must foster diversity and inclusion by creating environments that welcome different cultures and perspectives [13].

Negotiation, conflict resolution, and the ability to facilitate complex dialogues are crucial strategies for reaching agreements that benefit all parties involved [31], especially in contexts where different interests and perspectives are at play [34]. This block also encourages the exploration of various forms of expression, such as writing, art, and hands-on practices, to enhance verbal and non-verbal communication skills. This includes transmitting concepts and information in understandable ways to diverse audiences [33].

Nonviolent communication (NVC) is also highlighted as an essential skill [34], aiming to avoid destructive conflicts and promote mutual understanding. Communication with empathy and deep understanding, particularly in difficult situations, is important for engaging and motivating stakeholders in sustainability projects, ensuring that all voices are heard and respected [7]. This involves using communication methods that foster empathy and the peaceful resolution of conflicts.

Furthermore, this block emphasizes that valuing collaboration over competition is a central principle in building sustainable communities [34]. Working collaboratively allows teams to leverage diverse perspectives, knowledge, and skills, resulting in more innovative and effective solutions to sustainability challenges [7]. This includes rediscovering the importance of community collaboration and reconnecting with the innate power of individuals to co-create the changes they wish to see in their communities, thus promoting a culture of cooperation and mutual support.

3.3.2. Self-Awareness and Emotional Management

The Self-Awareness and Emotional Management category encompasses essential skills for effectively understanding and managing one’s internal states, such as emotions, thoughts, and motivations. Self-awareness enables individuals to understand their emotions, beliefs, values, and behaviors, which facilitates emotional management—the ability to control emotional responses and maintain balance in situations of stress or adversity. This intrinsic relationship between self-understanding and the ability to regulate emotions is central to this category.

Self-awareness is fundamental for personal development and social transformation, as it enables individuals to understand their values, beliefs, and motivations [21], aligning their actions with sustainability principles [32]. On the other hand, emotional management is crucial in environmental and social challenges that can generate anxiety, uncertainty, and conflict [21]. Effective emotional management allows individuals to maintain healthy relationships, make sound decisions, and face stressful situations constructively, thus avoiding physical and emotional burnout [2,6], which may arise when emotions are not properly managed.

Key competencies in this category are the ability to handle unpleasant emotional states [32] and the capacity to maintain contradictory thoughts and emotions without feeling the need to resolve them [6]. Critical reflection on worldviews, meanings, power relationships, and values encourages these competencies [33].

It is important to emphasize that self-control should focus on balancing emotions rather than suppressing them [21]. Each emotion has value and significance, playing a crucial role in our emotional life. The true challenge, therefore, is not to eliminate or avoid unpleasant feelings but to find the appropriate balance for each situation, allowing emotions to manifest suitably and proportionately.

Finally, the ability to make sense of and synthesize a given experience [6] is also a key skill in this block. The educational focus should not be on providing more information to students, as they are already overwhelmed with data. Instead, what is truly necessary is promoting the ability to interpret and make sense of that information. This includes discerning what is relevant, integrating various pieces of information, and constructing a comprehensive worldview [36]. It is important to note that achieving a more complete and truthful understanding requires combining self-observation with the observation of the world, self-criticism with external critique, and internal reflection with the objectification of external realities [37]. In other words, understanding the world fully requires a balance between looking inward and outward, ensuring that our perception and judgment are fair and balanced.

3.3.3. Environmental, Cultural, and Social Awareness

The third category is Environmental, Cultural, and Social Awareness, which involves understanding the interconnectedness between humans, the natural environment, and society. The decision to group Environmental, Cultural, and Social Awareness was made to provide a holistic view of sustainability. Discussions led to the understanding that these three forms of awareness are interconnected, as sustainable practices require the integration of respect for the environment, different cultures, and social equity. Becoming aware of how different worldviews and value systems affect perceptions and decisions is essential. Clarity of values is a necessary condition for individuals to reflect on their actions in the world [32]. This means that to consume sustainably, individuals need a clear awareness of what they value concerning sustainability. The current trend of consumerism and materialism is unsustainable in the long term, yet it is strongly encouraged by culture and society [8]. Therefore, considering alternative values that promote sustainability is an activity that must be developed within educational spaces, helping students develop the ability to recognize how their own worldviews and value systems influence their perceived needs and, consequently, guide their actions [34].

Furthermore, balancing the development of personal empowerment with involvement in collective endeavors is an important skill in this category. Walking the fine line between being an individual and developing personal empowerment while being part of a collective effort is essential for promoting collaboration and community engagement [34].

Finally, educational curricula should integrate education into the context of social and ecological systems, exploring worldviews, power relations, and values while also expanding the understanding of community and experiential learning. The goal is to go beyond traditional education, adopting an approach that informs and transforms students’ perceptions of the world [33]. This includes critically exploring worldviews, deconstructing established meanings, and understanding the power relations and values that influence these dynamics.

3.3.4. Ethical Values and Spirituality

The final category, Ethical Values and Spirituality, encompasses essential skills and practices for sustainability, promoting holistic well-being and a deep connection with oneself, others, and nature. The decision to group Ethical Values and Spirituality stemmed from the perception that both are related to human behavior guided by principles that promote collective well-being and the planet’s health. It was understood that these two dimensions complement each other in shaping how individuals relate to the world. The development of compassion and empathy is central to this category, enabling genuine concern for the well-being of others and a sincere desire to alleviate their suffering. This skill enhances feelings of closeness, connection, trust, and social support, creating a more collaborative and supportive environment [2]. Self-care is also a crucial component of this category, essential for maintaining individuals’ mental and physical health in sustainable projects [7,32].

Another key point identified in this category is the creation of meaningful rituals. Contemporary society increasingly focuses on efficiency, productivity, and individualism, resulting in the loss of rituals that were once integral to our lives [38]. These rituals are fundamental for creating spaces of connection, contemplation, and transformation, both on a personal and social level. However, contemporary education replaces these rituals with a pragmatic and utilitarian approach. The school has “become a place that produces human capital [which] instead of forming and educating culturally, forms professionally” [38], p. 70, valuing only technical and measurable knowledge while neglecting the spiritual and ethical dimensions of the human being. Nevertheless, creating rituals helps mark and celebrate the most important moments throughout a project, imbuing them with a more profound and more lasting meaning [34]. These rituals can include small ceremonies, practices, or events that recognize achievements or transitions and reinforce shared values and team cohesion.

Furthermore, developing a deep connection with nature through personal experiences creates an intimate and meaningful bond with the natural environment. This connection strengthens the commitment to sustainability and fosters a sense of belonging and responsibility toward the natural world [34]. In this way, spirituality and the symbolic power of rituals can help transform the utilitarian view of nature, recognizing it as an interdependent living system from which we are all apart. We can develop an emotional and intuitive connection with nature through ethical values and spirituality, perceiving it as sacred and deserving of respect and care [39,40].

3.4. Integration of the Educational Field with Critical Soft Skills for Sustainability

Educational practices are strongly influenced by the paradigms constructed by society over time, reflecting its beliefs, values, and ethics [41]. However, it is widely recognized that the foundations of modern universities were designed over 200 years ago to address issues of a reality that no longer exists. The educational model formed during the industrial revolutions of the 19th century was based on a linear and mechanistic view of phenomena, which disregards the interrelations among various systems and is ill-equipped to handle the advances in scientific, technological, and sociological knowledge that are undergoing profound transformation and interaction [42,43,44]. Consequently, there is a mismatch between the paradigm shifts in society and pedagogical practices in universities, raising questions about the adequacy of education to meet new societal demands [45].

Pedagogical practices are shaped by various factors, including educator training, the educational context, and the specific objectives of the teaching process [46]. Therefore, understanding these practices is fundamental to improving educational outcomes and aligning teaching methods with the most appropriate theoretical frameworks. In this regard, numerous studies have been conducted [47,48,49,50] to identify the best pedagogical practices related to Education for Sustainable Development (ESD).

For example, Jacobi [47] presented a series of educational practices that integrate technical and local knowledge, aiming to value students’ experiences and promote a more holistic and contextualized approach. Among the practices highlighted are the following: (i) Diagnostic Walk, which involves conducting a collective walk in a defined area to identify and analyze problems and potentials within a community or specific location; (ii) World Café, a collaborative dialogue method designed to promote meaningful conversations among groups of people; (iii) Role-Playing, an interactive dynamic where participants assume roles within a specific scenario, allowing them to experience decision-making situations and engage in playful and educational interaction; (iv) Socio-Environmental Mapping, a pedagogical tool aimed at diagnosing, planning, and promoting action in local communities, using maps and other visual resources to gather information about the environment; and (v) Participatory Monitoring, an approach that involves the community and other stakeholders in collecting, analyzing, and interpreting data related to a specific phenomenon or issue.

On the other hand, Lozano et al. [48] identified pedagogical approaches that link competencies for Education for Sustainable Development (ESD) in higher education. These include the following: (i) Interdisciplinary Teaching Teams, involving collaboration between specialists from various knowledge areas to teach a specific topic. (ii) Project/problem-based learning (PBL), which emphasizes working with complex, real-world problems. (iii) The Jigsaw Instruction Model, where students are divided into groups, and each becomes an “expert” on a subtopic related to a broader theme. The goal is for all students to develop a comprehensive understanding of the larger topic by building a “puzzle” of knowledge. (iv) Place-Based Environmental Education, which emphasizes the connection between students and the environment around them, fostering a “sense of place” in students. (v) Supply Chain Analysis/Life Cycle Assessment, educational approaches that encourage students to conduct a detailed analysis of the environmental impacts of a product throughout its life cycle, from raw material extraction to disposal. (vi) Traditional Ecological Knowledge, an approach that provides students the opportunity to learn about the value systems of indigenous peoples, including practices, traditions, and knowledge developed over time.

Park et al. [49] identified various pedagogical strategies in sustainability and ESD education within the design and planning fields. Among the findings, the following strategies stand out: (i) Learning Networks, an educational practice that promotes collaborative and autonomous learning, using methods that encourage self-organization and active student participation; and (ii) Participatory Action Research, which complements theoretical knowledge with practical experiences. Instead of being limited to academic concepts, students are encouraged to apply what they have learned to real-world situations.

In addition to the practices mentioned above, Lipmanowicz and McCandless proposed a set of 33 facilitation tools or practices aimed at promoting collaboration, innovation, and co-creation in groups and teams, known as Liberating Structures (LSs). These have been used in various organizational contexts, ranging from private companies to NGOs and schools, to improve decision-making processes, encourage innovation, and increase participant engagement [51]. In educational settings, LSs can transform the traditional classroom dynamic, often characterized by a top-down, lecture-based teaching approach, into more interactive and participatory experiences [52]. For example, rather than students passively receiving information from an instructor, LSs encourage active participation through structured activities that promote collaboration and dialogue among students. Among the 33 proposed structures, five particularly stand out: (i) 1-2-4-All, which starts with individual reflection, followed by paired discussions, then group discussions in quartets, and finally a full-group discussion, creating a collaborative flow of ideas; (ii) Impromptu Networking, which facilitates quick connections between people, allowing them to share challenges and expectations and form new connections in a short time; (iii) Wise Crowds, which leverages the collective wisdom of a group to help individuals solve challenges in rapid cycles, with participants acting as “clients” and “consultants”; (iv) Nine Whys, a facilitation technique to help groups or individuals clarify the fundamental purpose of the work they are doing; and (v) Purpose-to-Practice (P2P), a collaborative approach to planning and launching an initiative, involving the active participation of all members in developing five essential elements: purpose, principles, participants, structure, and practices.

All the practices presented emphasize the importance of collaborative, contextual, and participatory methodologies for fostering informed citizenship. The variety of approaches reveals a growing movement towards more integrated education, adapted to contemporary needs [48,49], reflecting a potential path for education that effectively promotes values for sustainability. Therefore,

Table 2. Integration of the educational field with critical soft skills for sustainability.

Critical Soft Skills for Sustainability	Pedagogical Practices	Description	Source
Communication, Collaboration, and Diversity Management	Learning Networks; Jigsaw Instruction Model; World Café; Impromptu Networking; 1-2-4-All.	These practices create opportunities for students to develop skills in empathetic communication, collaboration in diverse teams, and peaceful conflict resolution while exploring different forms of expression and dialogue.	[47,48,49,50]
Self-Awareness and Emotional Management	Role-Playing; Nine Whys; Purpose-to-Practice (P2P).	These practices create learning environments that combine introspection, critical reflection, and practical interaction. They help students understand their emotions, deal with internal and external contradictions, and synthesize experiences meaningfully.	[47,50]
Environmental, Cultural, and Social Awareness	Place-Based Environmental Education; Diagnostic Walk; Socio-Environmental Mapping; Participatory Monitoring; Interdisciplinary Teaching Team; Supply Chain Analysis.	These practices encourage critical exploration of the connections between natural, social, and cultural systems, promoting individual understanding and collective engagement.	[47,48]
Ethical Values and Spirituality	Traditional Ecological Knowledge; Purpose-to-Practice (P2P); Wise Crowds.	These practices foster a deep connection with oneself, others, and nature, integrating empathy, self-care, respect for collective values, and rituals that sustain education’s ethical and spiritual dimensions.	[48,50]

presents a structured proposal to integrate the educational field with developing the four categories of critical soft skills for sustainability.

By integrating the four categories of critical soft skills for sustainability into the educational field, this framework becomes a practical and strategic resource for educators. It provides specific pedagogical strategies and educational activities beyond traditional theoretical teaching, facilitating the integration of soft skills into higher education institutions. Thus, the proposal outlined in the table can guide the pedagogical planning of teaching activities that not only transmit technical knowledge but also foster the development of essential skills to address contemporary challenges and promote sustainable solutions.

4. Discussion

Although this research has emphasized interpersonal and intrapersonal skills as the primary focus, it is important to recognize that all the competencies mapped by Redman and Wiek [7] play an essential role in fostering sustainable transformations and addressing complex challenges in this field. Integrating technical and behavioral skills is indispensable for effectively, comprehensively, and innovatively tackling global sustainability challenges [6,25]. This integration highlights the need for a holistic approach to academic training, encompassing technical knowledge and human development.

In this context, integrating the four categories of critical soft skills into educational practices provides a structured foundation for their implementation within higher education curricula. This approach not only guides educators in adopting applicable strategies and practices but also offers flexibility to adapt these methodologies to the unique characteristics of their pedagogical contexts.

The Communication, Collaboration, and Diversity Management category, for example, underscores the importance of conveying information clearly and empathetically; promoting inclusion; and valuing cultural, social, and ethnic differences [31,34]. In this regard, Impromptu Networking [50] is particularly effective, as it enables the rapid creation of connections between individuals from diverse cultural backgrounds and perspectives, fostering the appreciation of diversity and encouraging collaboration. It can be used to establish trust networks and share expectations and challenges, making it especially useful for promoting inclusion in heterogeneous groups.

However, to achieve true and effective understanding, it is necessary to go beyond mere information exchange, engaging in empathetic processes that allow identification with others and the valuing of their perspectives [13]. In this case, the practice of World Café [47] aligns perfectly to facilitate complex and meaningful dialogues in collaborative contexts and promote inclusion and diversity of perspectives. It allows participants to discuss relevant topics in small groups, favoring the sharing of experiences and ideas empathetically and constructively. By integrating principles of nonviolent communication and peaceful conflict resolution [7], it contributes to the creation of an environment where all voices are heard and respected, facilitating the promotion of complex dialogues [34] and fostering a culture of cooperation and mutual support, which are essential for sustainability and collective well-being.

Furthermore, the practices of the Jigsaw Instruction Model [48] and 1-2-4-All [50] are directly related to the idea of effective collaboration and diversity management, as they allow individual ideas to be valued and then shared and combined with the larger group, creating a collaborative flow of thought. This strengthens positive interdependence among participants and promotes the appreciation of differences and inclusion by integrating various contributions into a coherent whole. This approach fosters the building of Learning Networks [49], which is one of the pillars for creating sustainable and inclusive communities. By encouraging self-organization and active participation, it values the contributions of all involved and reinforces the principle of collaboration over competitiveness [34]. The diversity of ideas and approaches enriches learning and strengthens the co-creation of innovative solutions.

The skills related to the Self-Awareness and Emotional Management category are essential for tackling contemporary sustainability challenges in a balanced and effective manner. By integrating self-observation [21] with critical observation of the world [33] and aligning our values and emotions with sustainable practices, we can make more conscious and responsible decisions [32]. This approach promotes individual well-being and contributes to significant progress toward sustainability by empowering individuals to deal with the complexity and contradictions of modern life [6] while maintaining a balance between self-awareness and the external reality presented. In this sense, the pedagogical technique of Nine Whys [50] is deeply aligned with the development of self-awareness, as it encourages students to repeatedly question the purpose behind an action or task, enabling participants to engage in self-exploration and identify intrinsic motivations and core values. The practice of Role-Playing [47], on the other hand, by placing participants in simulated situations that challenge their emotions and interpersonal skills, allows students to experience and manage emotional states such as anxiety, frustration, or empathy in a safe and controlled environment. The Purpose-to-Practice (P2P) [50] promotes self-awareness by engaging participants in clarifying and aligning their individual and collective purpose with sustainability principles. By exploring the fundamental elements (purpose, principles, structure, and practices), students can reflect on their values, beliefs, and motivations, connecting these reflections to their actions.

The Environmental, Cultural, and Social Awareness category highlights the importance of understanding the interconnection between humans, the environment, and society. The integration of global perspectives must respect local cultures, and education should help overcome materialistic consumerism [11], focusing on the satisfaction of human connections and a sense of community [33]. The practices of Place-Based Environmental Education [48] and Diagnostic Walks [47] promote this connection between students and the environmental, cultural, and social context around them, allowing them to explore the problems and potentialities of a place critically. Students learn to connect cultural and social values to sustainable solutions for the specific context by identifying local issues.

In recent years, community engagement has emerged as a strategy for reshaping higher education, particularly within sustainability programs. Some U.S. universities, such as UC Berkeley and Duke University, have developed community-based projects that align academic learning with real-world sustainability challenges. For example, at UC Berkeley, the Berkeley Food Institute connects students with local food systems to explore sustainable agriculture [53]. Similarly, the Duke Engage program at Duke University empowers students to engage in sustainability projects across diverse cultural contexts, fostering academic growth and personal development [54]. Such community engagement initiatives allow students to apply their learning in real-world contexts, contributing to developing this category of critical soft skills for sustainability.

Furthermore, expanding the understanding of social and ecological dynamics [34] is crucial to promoting a critical and integrated view of the world. In this sense, by proposing collaboration between experts from different fields, the practice of Interdisciplinary Teaching Teams [48] allows students to explore worldviews and understand how different disciplines approach the same challenges. Moreover, this practice encourages critical reflection on the values and meanings that guide these approaches, providing a transformative and systemic education.

Finally, the Ethical Values and Spirituality category seeks to overcome the limited view that defines humans exclusively by their rationality, technicality, and practical needs, recognizing that humans also seek meaning, purpose, and spiritual connection [37]. Education can go beyond its technical and utilitarian functions by promoting empathy, compassion [2], connection with nature, and meaningful spiritual practices [34], contributing to a sustainability culture rooted in universal values. In this sense, the pedagogical practice of Traditional Ecological Knowledge (TEK) [48] seeks to foster a deep connection with nature and values respect and care for the environment, which is fundamental for a spiritual and ethical view of sustainability. By introducing students to the value systems of indigenous peoples, this practice restores the symbiotic relationship with nature, highlighting its sacredness and the need to preserve it as an interdependent system. Furthermore, this approach inspires empathy and compassion by exploring cultures that value collective well-being and environmental harmony.

Meanwhile, P2P and Wise Crowds [50] create structures reinforcing a sense of belonging and promoting collective wisdom. The ethical principles, built and strengthened during this process, allow participants to align their actions with values that transcend pragmatic goals, creating an environment of trust and connection. These approaches thus drive educational institutions to reconsider their models and practices, reconciling technical knowledge with human beings’ ethical and spiritual dimensions.

Finally, it is important to emphasize that transformation must extend beyond the classroom for sustainability education to reach its full potential. Sustainability must be holistically integrated into the educational curriculum rather than treated as an optional or isolated subject. The principles of sustainable practice should be incorporated at all levels and functions of the educational institution, meaning that not only should the curriculum be adapted to include sustainability principles but also that the daily operations of the campus, such as resource usage and waste management, should be guided by sustainable practices [1]. In other words, the organizational culture of higher education institutions should promote sustainability values and actively involve students in creating and implementing these practices.

5. Conclusions

This research represents a pioneering effort to align higher education more closely with the contemporary sustainability challenges. This study addresses significant theoretical and practical gaps by identifying and categorizing specific soft skills essential for sustainability and proposing integrating pedagogical practices to foster these skills within educational contexts. These skills have been explored in general terms [7], with no systematic integration into the educational field.

By offering a comprehensive analysis of critical soft skills and their integration into pedagogical practices, this research expands the theoretical understanding of the competencies and knowledge required to act effectively in complex socio-environmental contexts and provides a solid foundation for embedding these competencies into educational settings. The identification of 19 Critical Soft Skills (CSSs) and their classification into four main categories—Communication, Collaboration, and Diversity Management; Self-Awareness and Emotional Management; Environmental, Cultural, and Social Awareness; and Ethical Values and Spirituality—presents a structured conceptual model. This model can be replicated and adapted across diverse educational institutions, supporting redesigning academic curricula to include interpersonal and intrapersonal competencies. Additionally, this study proposes pedagogical practices that educators can use to guide their teaching activities, programs, and methodologies, facilitating integrating these skills into their disciplines. Such an approach could result in educational programs more focused on developing individuals capable of addressing complex socio-environmental challenges, fostering awareness and the skills needed to navigate diversity, make ethical decisions, and act collaboratively.

Among this study’s limitations, it is important to note that the classification of critical soft skills and their alignment with pedagogical practices was based on two literature reviews and desk research conducted in only three educational institutions. While robust within its scope, this approach may limit the generalizability of the findings to broader and more culturally diverse educational contexts. Furthermore, the lack of direct empirical validation of the proposed model within specific educational environments is a constraint that warrants attention in future research.

Future studies could explore the validation of the model across different regions and cultures, examining its applicability and effectiveness in real teaching and learning scenarios. Such validation would provide deeper insights into how local and cultural specificities influence the development of critical soft skills for sustainability. Additionally, longitudinal studies would be valuable in assessing the impact of developing these competencies on graduates, evaluating how they influence professional trajectories, and contributing to sustainability in organizational, social, and community contexts.

Another potential avenue for future research would be to explore how the critical soft skills for sustainability align with the sustainable development goals (SDGs), as many of the identified soft skills can positively impact achieving these goals. This alignment could provide a framework for universities to enhance their educational offerings and make meaningful contributions to the global pursuit of sustainability.

Finally, we believe that integrating critical soft skills for sustainable living into higher education is not merely a necessary trend but an essential pathway to prepare individuals capable of addressing the complex challenges of the 21st century. Beyond technical abilities, future professionals must develop relational and socio-emotional skills to navigate the interconnected systems shaping global society. However, integrating these skills into higher education curricula requires a transformation in how education is conceived—one that will only be possible through collaboration among educators, institutions, and policymakers. Some suggested policies to facilitate this transformation include the following: (i) Curriculum Redesign: universities should adopt policies that encourage the systematic integration of soft skills across all academic curricula. This can be achieved by incorporating soft skills development as a core component of all degree programs, with specific learning outcomes related to competencies such as communication, emotional management, collaboration, and ethical decision making. Institutions could also establish mandatory interdisciplinary courses that teach these competencies alongside technical subjects, ensuring a well-rounded education that prepares students to address sustainability challenges. (ii) Professional Development and Training: universities should invest in ongoing professional development programs for faculty members to equip them with the necessary tools and knowledge to teach soft skills effectively. Policies should mandate regular workshops and training sessions that focus on experiential teaching methods, including those discussed in this paper, as well as new approaches that emphasize the development of soft skills. (iii) Incentivizing Collaborative Research on Sustainability Education: universities should encourage collaborative research between academics, industry professionals, and local communities. Policies could incentivize the creation of research clusters focused on developing innovative pedagogies that integrate sustainability-related soft skills. These partnerships can foster a culture of continuous improvement in how sustainability is taught and understood.