Abstract
In response to evolving labor market demands, soft skills such as communication, teamwork, critical thinking and emotional intelligence have become as vital as technical expertise for higher education graduates. This study investigates how soft skills are understood, taught and assessed by faculty members in Kazakhstani universities, as well as the institutional, cultural and policy factors shaping their integration. Employing a qualitative research design grounded in phenomenology, data were collected through semi-structured interviews with 20 faculty members from diverse academic disciplines in Astana, Shymkent, Semey and Arkalyk. The findings reveal a multidimensional understanding of soft skills among participants, who employ varied pedagogical strategies including interactive learning, case-based teaching and digital tools. However, the assessment of soft skills remains challenging due to their subjective nature and the lack of standardized evaluation tools. Moreover, cultural norms, hierarchical academic traditions and institutional limitations present further obstacles. Despite these challenges, there is growing institutional and policy-level recognition of the importance of soft skills, underscoring the need for systematic reforms in curriculum and teacher training.