Fostering soft skills through collaborative music projects in the initial education stage of primary teachers

This study examines the development of soft skills in pre-service primary education teachers through a project-based learning (PBL) intervention using the ICT tool Book Creator within a Music in Primary Education course. Acknowledging the growing significance of non-technical skills such as communication, teamwork, and adaptability for 21st-century educators, this research explores the effectiveness of PBL in fostering these competencies. A qualitative, exploratory approach was adopted, employing focus groups to analyse the experiences of 104 students over three academic years. The findings highlight PBL's transformative potential in developing essential soft skills, shifting students from passive recipients to active content creators. Notably, autonomy, self-confidence, commitment, resilience, empathy, and problem-solving abilities were significantly enhanced through collaborative tasks and reflective practices. Students reported increased motivation, improved teamwork, and a deeper understanding of the interplay between hard and soft skills. The study underscores the importance of structured guidance, peer learning, and extracurricular activities in supporting soft skill development. This research advocates for a holistic competency framework in teacher training that integrates technical proficiency with socio-emotional intelligence, aligning with frameworks such as CASEL and UNESCO's Education 2030 . It emphasises the need for teaching models that harness digital tools to promote innovation, collaboration, and critical thinking, preparing future educators for increasingly dynamic and digital classrooms. Further research should explore alternative assessment methods and investigate the potential of emerging technologies such as AI and VR in enhancing interpersonal skills.