Soft skills and the use of industry 4.0 as determinants of professional development in engineering graduates: A SEM approach
The accelerated adoption of emerging technologies linked to Industry 4.0 has reshaped professional environments, requiring engineering graduates to master advanced digital competencies while demonstrating well-developed soft skills. In Latin America, however, technological adoption is uneven, and th...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-12-01
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| Series: | Sustainable Futures |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666188825003089 |
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| Summary: | The accelerated adoption of emerging technologies linked to Industry 4.0 has reshaped professional environments, requiring engineering graduates to master advanced digital competencies while demonstrating well-developed soft skills. In Latin America, however, technological adoption is uneven, and the systematic development of soft skills remains insufficient within university curricula. This dual gap –technological proficiency and interpersonal competence– compromises the professional development of graduates, limiting their adaptability and career progression. This study investigates the combined influence of soft skills and the use of Industry 4.0 technologies on the professional development of Peruvian engineering graduates, incorporating psychological well-being as a mediating variable. Employing a quantitative, cross-sectional, explanatory design, data were collected from 301 graduates across engineering disciplines. Validated instruments assessed soft skills (communication, teamwork, adaptability, leadership, conflict resolution), technological use (digital competencies and enabling technologies), psychological well-being (self-acceptance, autonomy, positive relations, environmental mastery, personal growth, life purpose), and professional development (self-development, organizational commitment, human quality, openness to change). Structural Equation Modeling (SEM), applied using the Lavaan package in R, confirmed a strong, significant relationship between soft skills, Industry 4.0 technologies, psychological well-being, and professional development. The final model showed excellent fit (CFI = 0.960; RMSEA = 0.068; SRMR = 0.056), providing robust evidence that technological and emotional competencies jointly enhance psychological resilience and career outcomes. The study contributes to competence theory, positive psychology, and Industry 4.0 literature, highlighting the importance of integrated education strategies that foster technical mastery, emotional intelligence, and adaptive well-being to prepare graduates for technologically intensive careers. Resumen: La adopción acelerada de tecnologías emergentes asociadas a la Industria 4.0 ha transformado significativamente los entornos laborales, exigiendo que los egresados de ingeniería no solo dominen competencias digitales avanzadas, sino que también desarrollen habilidades blandas que les permitan adaptarse eficazmente a los desafíos profesionales. Sin embargo, en América Latina, la adopción tecnológica es desigual y los programas de formación universitaria no siempre priorizan el desarrollo sistemático de habilidades blandas. Esta doble brecha –falta de competencias tecnológicas e interpersonales– afecta negativamente el desarrollo profesional de los egresados, limitando su adaptabilidad y proyección laboral. Este estudio analiza la influencia conjunta de las habilidades blandas y el uso de tecnologías de la Industria 4.0 en el desarrollo profesional de egresados de ingeniería en Perú, considerando al bienestar psicológico como variable mediadora. Con un diseño cuantitativo, transversal y explicativo, se encuestó a 301 egresados de diversas especialidades de ingeniería. Se aplicaron instrumentos validados que midieron las habilidades blandas (comunicación, trabajo en equipo, adaptabilidad, liderazgo, resolución de conflictos), el uso tecnológico (competencias digitales y tecnologías habilitadoras), el bienestar psicológico (autoaceptación, autonomía, relaciones positivas, dominio ambiental, crecimiento personal y propósito de vida) y el desarrollo profesional (autodesarrollo, compromisoorganizacional, calidad humana y apertura al cambio). El modelo de ecuaciones estructurales (SEM), aplicado mediante el paquete Lavaan en R, mostró índices de ajuste óptimos (CFI = 0.960; RMSEA = 0.068; SRMR = 0.056), evidenciando que las competencias tecnológicas y emocionales promueven el bienestar psicológico y potencian el desarrollo profesional de los egresados. |
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| ISSN: | 2666-1888 |