ArticleFrontiers in psychology2025
Impact of microlearning on developing soft skills of university students across disciplines.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- A Quality Improvement Approach to Sustainable Student-Led Leadership Development in Undergraduate Medical Education.Cureus · 2026Article
- Development and psychometric validation of the soft skills scale for primary school students.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This study explores the effectiveness of microlearning in developing key soft skills among university students across four academic disciplines: humanities and arts (HA), business studies (BS), medical sciences (MS), and technical and engineering (TE). Addressing the disconnect between academic training and industry expectations, the research investigates how microlearning interventions influence the development of teamwork skills (TWS), leadership skills (LS), communication skills (CS), time management skills (TMS), and emotional intelligence (EI). The study also aims to identify which disciplines benefit most from microlearning for each specific skill. Methods: A total of 384 Chinese university students participated in this study, with a questionnaire recovery rate of 93.23% and near-equal representation from each discipline. Participants completed pre- and post-intervention surveys following tailored microlearning modules. Statistical analyses-including paired sample Results: Findings indicate that leadership-focused microlearning modules significantly benefited TE and MS students, while EI training was particularly effective for BS students. Notable improvements in CS and TMS were observed among BS and TE students, aligning with skills demanded in corporate project management. Overall, microlearning interventions produced measurable enhancements in specific soft skills, with variation across academic disciplines. Discussion: The results suggest that integrating structured, discipline-specific microlearning into university curricula can effectively bridge academic-industry skill gaps. Faculty are encouraged to adopt scenario-based microlearning strategies to enhance student engagement. Higher education institutions should prioritize microlearning experience in student development and recruitment. Additionally, EdTech providers are urged to develop AI-powered interactive platforms to personalize learning, while students should proactively engage in targeted microlearning to improve academic and career outcomes.
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Registered trials
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