Effects of Engineering Students’ Soft Skills and Empathy on Their Attitudes toward Curricula Integration

Abstract

Recently, various integrated education curricula for STEM curricula have been provided. This research sought to investigate the effects of engineering students’ soft skills and empathy on their attitudes toward curricula integration (hereafter, attitudes toward integration). First, students’ attitudinal differences respecting integration, soft skills and empathy were examined. Second, the relationships among attitudes toward integration, soft skills and empathy were identified in terms of various sub-factors of those three variables. Third, the effects of soft skills and empathy on attitudes toward integration, as perceived by men and women engineering students, were explored. A total of 302 engineering students from three universities in Korea responded to a survey based on a three-variable scale. Analysis of the data found that: firstly, men scored higher in most of the sub-factors of two variables, namely attitudes toward integration and soft skills; women scored higher in most of the sub-factors of one variable, empathy; and that these gender differences were statistically significant. Secondly, a positive correlation among attitudes toward integration, soft skills and empathy was identified. Thirdly, it was determined that attitudes toward integration were affected significantly by soft skills and empathy. The practical implications of these findings for engineering education are discussed herein, with particular attention devoted to the issue of the cultivation of engineering students’ soft skills, empathy, and attitudes toward integration.