Investigating UTAS Students’ Awareness of Self-Directed Learning and Soft Skills: Teachers’ Role in Enhancing Self-growth and Holistic Development

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Investigating UTAS Students’ Awareness of Self-Directed Learning and Soft Skills: Teachers’ Role in Enhancing Self-growth and Holistic Development

Dr. Oussama Founes, Dr. Rais Attamimi

ABSTRACT:

This paper investigates how UTAS Salalah students perceive and practice self-directed learning and soft skills and how teachers can effectively support their development. It is grounded in contemporary debates on graduate employability, lifelong learning, and digital literacy, which indicate that formal curricula alone are no longer sufficient to prepare students for an increasingly competitive and rapidly changing labour market. Using a mixed-method survey administered via Microsoft Forms, the study will explore students’ informal learning habits, their awareness of and attitudes toward soft skills, and their perceptions of the support provided by teachers and the institution. The findings will inform the design of a practical “opportunity bank” in Excel that curates local and international online courses, webinars, and developmental activities aligned with students’ needs and interests. By connecting learners to high-quality opportunities beyond the classroom and clarifying teachers’ roles in fostering autonomy and a growth mindset, the project seeks to strengthen students’ self-directed learning capacity, enhance their soft skills, and contribute to evidence-based improvements in curriculum, pedagogy, and student support at UTAS.

Keywords: Self-directed learning; Soft skills development; Informal education; Lifelong learning; Digital literacy