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This dissertation investigates the effect of digital and hybrid learning in the development of soft skills in Zimbabwean private secondary school learners, specifically interpersonal, cognitive, and self-management skills such as communication, teamwork, emotional intelligence, leadership, problem-solving, critical thinking, creativity, adaptability, organisational skills, and work ethic, situating the study within the COVID-19 pandemic-induced shift to digital education. The aim of this study is to analyse the attitudes of instructors, learners, and alumni about the relevance and development of soft skills prior to and following digital integration, with an emphasis on how these experiences affect views on soft skills in educational contexts.
Utilizing a mixed-methods design, quantitative data was collected through surveys administered to learners, instructors, and alumni from three diverse private secondary schools. Open-ended responds provided qualitative insights, allowing for a more in-depth knowledge of soft skill perceptions. Descriptive statistics and analysis of themes were mainly used to examine the results. The study reveals a large disparity between instructors’ and learners’ assessments of the relevance and learning of these critical abilities. The findings show that, while instructors often emphasise the significance of soft skills, learners frequently undervalue them, perceiving technical abilities as more crucial to academic achievement, revealing a disconnect that must be addressed within educational frameworks. Following digital and hybrid learning, both groups’ perspectives shifted, with instructors noticing improved learner flexibility and digital literacy. However, difficulties in developing interpersonal skills in digital settings continued, emphasising the necessity for instructional methodologies that successfully promote soft skill development.
Quantitative investigations further show that some curricular aspects, particularly those promoting digital literacy and practical applications, are good predictors of soft skill development. Qualitative findings suggest that real-world applications, collaborative projects, and experiential learning activities enhance learners’ abilities, but excessive instructor interaction might undermine independence and critical thinking skills.
The findings highlight the importance of modifications to the curriculum that focus on incorporating soft skills into existing academic programmes using active learning methodologies. Furthermore, these findings argue for focused professional development opportunities for instructors in order to establish an environment conducive to soft skills development.
Future research should investigate the long-term effects of hybrid learning on soft skill retention and application in a variety of educational settings, the role of parents and the larger community in skill development, the role of educational attainment, gender, and school type in shaping perceptions, the impact of cultural influences, and, finally, the identification of gaps in instructor training. This study adds to the larger discussion on educational reform in Zimbabwe by emphasising the necessity for institutions to modify their methods of instruction in response to the needs of a fast-changing employment market.