Abstract
The study examines the theoretical foundations underlying the development of soft skills in contemporary education, focusing on three major learning theories: constructivism, humanistic pedagogy, and socio-cognitive theory. The research addresses the problem of identifying how these theoretical perspectives shape instructional approaches aimed at fostering students’ personal, social, and self-regulatory competencies. Methodology and Methods. A theoretical and analytical review of key concepts, principles, and trends within the selected learning theories was conducted. Their core assumptions were comparatively analyzed to determine their pedagogical implications for soft skills development. Results. The analysis revealed that constructivism emphasizes the active construction of knowledge through learners’ prior experience and social interaction, thereby supporting collaboration and critical thinking. Humanistic pedagogy prioritizes student-centered learning, individual interests, and personal growth, contributing to the development of self-awareness and intrinsic motivation. Socio-cognitive theory highlights the role of social interaction, observational learning, and self-regulation in shaping behavior and independent performance. Collectively, these theoretical frameworks provide complementary mechanisms for cultivating communication skills, autonomy, and adaptive competence. Scientific novelty. The study systematizes the contribution of three major learning theories to the conceptualization of soft skills development and clarifies their integrative potential in modern educational practice. Practical significance. The findings underscore the importance of selecting pedagogical strategies grounded in these theoretical approaches to effectively support the development of soft skills tailored to individual learners’ needs.