De la declaración a la evaluación: integración y progresión curricular de las habilidades blandas en Ingeniería Civil

Cruz Victoria Ponce-Zavala; Dunia Lisbet Domínguez-Gálvez

Authors

Ponce-Zavala Cruz Victoria Carrera de Ingeniería Civil; Universidad Estatal del Sur de Manabí; Jipijapa, Ecuador. https://orcid.org/0000-0002-5835-8297
Domínguez-Gálvez Dunia Lisbet Carrera de Ingeniería Civil; Universidad Estatal del Sur de Manabí; Jipijapa, Ecuador. https://orcid.org/0000-0001-5403-1898

Keywords:

soft skills; Civil Engineering; curricular integration; engineering education; curriculum alignment; competency assessment

Abstract

DOI: https://doi.org/10.46296/ig.v9i18.0362

Abstract

Civil engineering education requires the integration of technical competencies with soft skills to respond effectively to complex professional contexts. This study aimed to analyse the curricular integration and progression of these skills across the syllabi of a Civil Engineering programme, distinguishing among curricular declaration, pedagogical treatment and assessment. A documentary, non-experimental and descriptive-analytical study was conducted through content analysis of 45 syllabi corresponding to nine academic levels. Twelve soft skills were examined, generating 540 course–skill units of analysis. For each unit, the Declaration–Methodology–Evaluation (D–M–E) dimensions were coded, and both a maximum integration index and a D–M–E Curricular Integration Index were calculated. Overall curricular integration reached 20.49%. Teamwork showed the highest index (74.07%), followed by communication (53.33%) and problem-solving (49.63%). Critical thinking, ethics, creativity, initiative, adaptability and autonomy showed lower levels; leadership reached 0.74%, and insufficient evidence was found for interpersonal relations. Progression from levels I to IX did not show a significant increasing trend. Spearman’s correlation was ρ = −0.242 (p = 0.109) for the maximum integration index and ρ = −0.213 (p = 0.161) for the D–M–E index; Kruskal–Wallis tests likewise showed no significant differences across levels. The findings indicate that the curriculum provides partial transversal integration but lacks systematic longitudinal progression, highlighting the need to strengthen alignment among curricular declaration, teaching and assessment.

Keywords: soft skills; Civil Engineering; curricular integration; engineering education; curriculum alignment; competency assessment.

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