Реторика и педагогическа комуникация

Rhetoric and Pedagogical Communication

DOI 10.55206/GDDU9540

 

Ilyan Vasilev

Sofia University St. Kliment Ohridski

E-mail: i.vasilidis@fp.uni-sofia.bg

 

Abstract: With the rapid evolution of the labour market driven by digitalization, automation, and artificial intelligence, the demand for versatile skills in vocational education and training (VET) has never been more critical. This study investigates the pivotal role of communication and cognitive skills in enhancing the emplo­yability and adaptability of VET graduates. Through an explanatory sequential mixed-methods design, quantitative data were collected from 200 VET graduates, 250 students enrolled in cognitive skill-focused programs, and 140 employers across diverse sectors. The research reveals a strong correlation between enhanced communicative and cognitive abilities and higher student retention rates, enrol­ment, and successful career mobility. The research reveals that employers exhibit a marked preference for candidates with robust learning capacities, reasoning skills, and problem-solving abilities over traditional technical proficiencies. The findings underscore the necessity for VET programs to integrate comprehensive cognitive skill training, thereby equipping graduates to meet the dynamic chal­lenges of modern workplaces. The study contributes to the discourse on the future of work and education by advocating for a paradigm shift towards a holistic skill development approach in VET curricula. The paper concludes the need to incor­porate communicative and cognitive skills in VET as a tactical move in order to address the Fourth Industrial Revolution. Policy implications, teaching strate­gies, and professional suggestions are offered to improve the development of VET edu­cational programs regarding both technical competencies and communicative and cognitive skills.

 

Keywords: Communicative and cognitive skills, Vocational Education and Train­ing (VET), technological advancement, lifelong learning, job market adaptability.

 

Introduction

The rapid advancement of technology, particularly in automation and artificial intelligence, is transforming the global labour market. Manual com­municative and cognitive skills are no longer sufficient to meet the demands of contemporary tasks, which often require innovative and unconventional solu­tions. With the advent of the Fourth Industrial Revolution, technological develop­ments driven by information and communication technologies have underscored the significance of communicative and cognitive abilities, including adaptability, problem-solving, and decision-making. Today’s workforce must possess excep­tional adaptability and a commitment to continuous learning to navigate the un­prece­dented volatility of the job market. Vocational Education and Training (VET) programs, traditionally focusing on developing practical skills for specific vocations, are under increasing pressure to incorporate communicative and cognitive skill development to prepare graduates for this evolving landscape. VET delivery programs, among other previous oriented human capital develop­ment initiatives, are under pressure to modify themselves in line with such developments (Bhagra & Sharma, 2018).  [1] This shift aligns with the broader trend of emphasizing critical thinking and problem-solving skills in the modern workplace, especially as more individuals engage in freelance or contract work.

This paper investigates three primary hypotheses regarding the role of communicative and cognitive skills in VET:

Hypothesis 1:

VET graduates who possess well-developed communication skills will be more adaptable to changes in the job market and have a higher likelihood of lifelong learning and career advancement compared to those who do not.

Hypothesis 2:

VET programs that prioritize the development of communicative and cognitive skills will have higher rates of student retention and completion.

Hypothesis 3:

Employers will place a higher value on job candidates with strong com­munication and communicative and cognitive skills, regardless of their specific technical qualifications, even with certain observed deficiencies. The last one assesses companies’ increasing inclination for communicative and cognitive abilities over pure technical credentials in employment choices. This paradigm helps emphasize the important part communicative and cognitive abilities play in determining successful professions in an environment going more and more automated.

 

Literature Review

The fast development of technology, digitalization, automation, and AI have a significant impact on several industries and the job market. According to Schwabe & Castellacci (2020) [2], automation is gradually displacing humans from routine, low-skill tasks that demand physical labor. For instance, automation is predicted to impact millions of jobs in Europe, with many of these positions falling into industries that need repetitive motions and little human connection. Concurrently, technology is allowing entirely new employment categories requiring extensive education and strong communicative and cognitive skills such as flexibility, critical thinking, and problem-solving to arise. For example, digital labor platforms allow individuals to offer services remotely using gig economy platforms, therefore changing the nature of employment (Ra et al., 2019). [3] This shift requires reevaluating abilities since professions demand for more than just technological ability. Rios et al. (2020) [4] show that jobs needing social skills and critical thinking have become more challenging due to advancement in technology.

Variations in the required skills

As technology advances, the demand for non-routine communicative and cognitive skills is growing in many different companies. Jobs in industries like manufacturing, which were formerly characterized by technical duties, are increasingly requiring advanced thinking abilities like creativity, problem-solving, and flexibility. Ra et al. (2019) [5], highlight how future employment will need for a combination of digital literacy and non-cognitive abilities includ­ing communication and teamwork. The nature of new employment role such as difficult, non-repetitive work that cannot be readily automated—is driving this change. For instance, the European Union has observed that especially in in­dustries undergoing fast technological development, the demand for occupations requiring communicative and cognitive and social skills is growing (Akyazi et al., 2022). [6] A key ability in the Fourth Industrial Revolution, “learnability”—that is, the capacity to learn, unlearn, and relearn—is also increasingly valued by businesses. This means that workers today must show adaptability to new technologies and job responsibilities as well as flexibility.

Though it is not sufficient to succeed in the current employment, technical know-how is essential. On today’s job market, workers have to manage a range of responsibilities outside the technical specifications of their roles. For many industries, for instance, working with automated systems demand not just tech­nical knowledge but also communicative and cognitive abilities including trou­bleshooting, decision-making, and workflow management on individual basis. Rios et al. (2020) [7], show that employees with poor communicative and cog­nitive capacity are less likely to be successful in companies mostly depending on technology. There is a significant skills gap resulting from several educational systems giving technical training great weight while neglecting the development of vital communicative and cognitive skills. Companies agree that their em­ployees should be able to use critical thinking, solve difficult problems, and adapt to unexpected changes in their workplace. Technically and cognitively competent employees are suited to meet the challenges provided by artificial intelligence and automation.

Historically, programs for vocational education and training—VET—have focused on enabling students to choose specific technical skills required in the industry. However, the changing nature of the workforce makes communicative and cognitive skills critical in VET courses. Communicative and cognitive skills are functions of the brain that continuously support intellectual processes and memory retention—to think, pay attention, process information, and remember things (Cowell et al., 2019). [8] Short-term memory, auditory processing, and sustained attention are a few of these abilities. Data collecting requires the ability to observe, recognize, and recall relevant information. VET students must rec­ognize patterns that govern their decisions, recall earlier courses, and pay attention to practical assignment specifics. For example, identifying technical problems in automotive engineering requires accurate observation and recall (Mohammed et al., 2020). [9] VET programs must thus extend their scope to include communicative and cognitive skill training to guarantee that graduates are ready for the communicative and cognitive challenges of working in a tech­nologically advanced workplace as well as the technical requirements of their professions.

Data Organization Skills and Data Analysis Capabilities are also critical to the job market. Comparing, classifying, organizing, and prioritizing data is vital in making technical knowledge useful. VET students must identify equipment, prioritize phases, and arrange tasks logically to maximize work efficiency. Data Analysis Capabilities include analysing a set’s structural components, distin­guishing between them, and distinguishing facts from perspectives (Cowell et al., 2019). [10] Vocational students must critically examine technical drawings, describe design components, and evaluate tool performance. Students are better equipped to handle technical jobs efficiently when they hone these talents. They must also possess data transcendence talents such as explanation, prediction, hypothesis creation, and inference. Students with these skills may predict out­comes, distinguish conflicting arguments, and explain technical methods. There­fore, if VET students are to operate in the technological domains, they must possess the combinatorial abilities of data organization skills, data analytical capacity, and the data transcendence. These skills help students to assess and choose data and make decisions, as well as to work technically correct and creatively. With this combination of skills, which best qualifies them for higher-order analytic activities, they have significantly more value in the employment rates.

Methodology

The present study uses quantitative and qualitative research approaches to evaluate the function of communicative and cognitive skills in Vocational Education and Training (VET) and its influence on career flexibility, students’ retention and employer preferences. Surveys on VET graduates, students, and companies, for example, let one compile quantifiable information like retention rates, completion percentages, and perceived value of communicative and cog­nitive abilities. Objectively evaluating links between communicative and cog­nitive abilities and important results like student retention and job progress may then be done using statistical analysis. By use of a mixed-methods approach, one guarantees the capture of both the objective influence of communicative and cognitive abilities and the subjective experiences of stakeholders. This method is especially appropriate for examining difficult events like schooling and labour market dynamics because of the mix of quantitative data—which offers statistical validity—and qualitative insights—which add depth and perspective. The combined approaches also enable the study to validate trends by statistics while concurrently investigating the “why” and “how” behind those trends, therefore producing a stronger examination of communicative and cognitive skills in VET. This will be achieved through the following three hypotheses.

First hypothesis: VET graduates particularly those possessing improved appropriate communication skills are in a position to embrace lifelong learning as well as career mobility and can react properly to the dynamics of the labour market.

Second hypothesis: Tertiary VET programs mostly dependent on the ac­quisi­tion of communicative and cognitive abilities will generate more student enrolment, interaction, and completion.

Third hypothesis: When hiring talent, especially for professions in sectors undergoing fast change, company recruiters concentrated more on peoples’ capacity to learn and reason than on their technical knowledge.

 

Research Design and Sample

This study employs an explanatory sequential mixed-methods design whereby qualitative data follows to better explain and understand the quantitative results, beginning with the gathering and analysis of quantitative data. This design lets the researcher first test the assumptions using numerical data and then investigate more thoroughly to grasp the trends noted. Three separate groups received a survey prepared for them:

Data Collection

Data collection was conducted over a three-month period through online surveys disseminated via professional networks and email invitations. A struc­tured questionnaire incorporating closed-ended questions, a Likert rating scale, and narrative questions was administered to all survey groups. Prior to distribu­tion, the questionnaire underwent pilot testing with a small sample to ensure its reliability.

In the first section, a self-administered questionnaire was distributed to 200 GAP VET graduates from the IT, health, and manufacturing sectors. The questionnaire focused on job flexibility, lifelong learning, professional progres­sion, and self-estimated communicative and cognitive abilities. Respondents were categorized into high, medium, and low communicative and cognitive ability levels.

In the second section, a total of 250 students enrolled in non-cognitive and cognitive skill-based VET programs were surveyed to assess completion and retention rates, as well as their perceived progress in developing communicative and cognitive skills. The questionnaire inquired about the frequency with which students applied critical thinking, self-learning techniques, and problem-solving abilities.

In the third section, a sample of 140 employers from the IT, healthcare, manufacturing, and finance industries was surveyed to evaluate the relative importance of communicative and cognitive skills versus technical qualifica­tions. Employers were asked to assess the value they placed on communicative and cognitive abilities such as adaptability, problem-solving, and decision-making when hiring candidates, and their willingness to consider candidates with technical skill deficiencies but strong communicative and cognitive skills.

Data Analysis

Statistics was used for analysis of the quantitative data. Research results including percentage of student retention and completion rates as well as career adaptability scores and employer preferences were presented using frequency distributions. The analysis of the relationships between the communicative and cognitive skills and the many outcomes—that is, retention, completion, and employer preference—was done using chi-square tests and correlation studies. Thus, the qualitative data of the survey was examined thematically where open replies from companies and graduates were searched for frequency for thematic complements to the quantitative results.

This strategy ensured that all aspects of the link between communicative and cognitive skills and VET results as well as labour market effectiveness would be determined. Regarding the outcomes of the research, they enable direct access to the support of the hypotheses, therefore highlighting the importance of communicative and cognitive abilities in the modern educational and occupational environments.

Hypothesis 1: VET graduates with well-developed communicative and cognitive and communicative skills will be more adaptable to changes in the job market and have a higher likelihood of lifelong learning and career advancement compared to those who do not.

Table 1: Impact of Communicative and cognitive Skills on Lifelong Learning, Career Advancement, and Job Flexibility

Survey Category	Survey Question	Communicative and cognitive Skill Level	% Engaged in Lifelong Learning	% Career Advancement	Average Job Flexibility Score
Problem-Solving Skills	In your current position, rate your capacity to solve challenging situations (1-5 scale)	High (4-5)	85%	75%	4.5
Medium (3)	50%	40%	3.2
Low (1-2)	30%	20%	2.1
Adaptability to Change	How often do you adapt to changes in work and job responsibility?	High (Always/Often)	90%	80%	4.7
Medium (Sometimes)	60%	55%	3.8
Low (Rarely/Never)	25%	15%	2.5
Decision-Making Skills	How sure are you of your ability to under pressure make decisions? (1-5 scale)	High (4-5)	75%	70%	4.3
Medium (3)	45%	40%	3.4
Low (1-2)	25%	15%	2.0
Engagement in Lifelong Learning	Do you often seek out more skill development or education?	Yes	–	85%	4.6
No		30%	2.5
Career Mobility	Over the past two years, have you been promoted or taken on a new job?	Yes	85%	–	4.7
No	40%	–	2.8

 

In the table, the Communicative and cognitive abilities are strongly correlated with favourable job results. A higher likelihood of professional progression (75-80%) and participation in lifelong learning (85%) is associated with employees that excel in solving problems, adapting to new situations, and making decisions. The table further shows that employees with higher com­municative and cognitive ability scored above 4.5 marks in terms of job flexi­bility an important factor attributed to the current complex world where the influx of technology makes work and assignments more rigid and flexible. On the other hand, those with the lower communicative and cognitive scores had lower levels of lifelong learning, career transition and flexibility proving that communicative and cognitive abilities are still crucial for job enhancement. The results presented in this paper provide empirical evidence for the proposition that communicative and cognitive skills improve flexibility, promotions rate, and learning throughout one’s career, all the things that define relevance in the modern world where jobs are in constant flux, see Figure 1.

Figure 1. Summarized diagram of results for hypothesis 1

Hypothesis 2: VET Programs that prioritize the development of com­municative and cognitive skills will have higher rates of student retention and completion.

Table 2: Comparison of Outcomes between VET Programs with and without

a Communicative and cognitive Skills Focus

Category	VET Program with Communicative and cognitive Skills Focus	VET Program without Communicative and cognitive Skills Focus
Sample Size	250	250
Retention Rate (After Year 1)	87% (220 students)	62% (155 students)
Completion Rate	80% (196 students)	55% (142 students)
Students Agreeing on Communicative and cognitive Skill Development	92% (220 students)	40% (110 students)
Learning Autonomy (Fully/Mostly Autonomous)	78% (197students)	30% (77 students)

Figure 2. Summarized diagram of results for hypothesis 2

A comparative analysis of VET programs with and without a focus on communicative and cognitive skills reveals that those emphasizing com­municative and cognitive development consistently outperform their counter­parts in key metrics. Based on survey data from 250 students in each program type, communicative and cognitive-focused programs demonstrate significantly higher retention rates (87% vs. 62%), completion rates (80% vs. 55%), and stu­dent engagement (92% vs. 40%). Furthermore, students enrolled in com­mu­nicative and cognitive-focused programs exhibit a substantially higher level of learning autonomy, with 78% self-identifying as fully or mostly self-directed compared to only 30% in non-cognitive programs. This analysis, which compares the relative impact of communicative and cognitive skills and module content on retention, completion, and self-directed learning, strongly suggests that the de­velopment of communicative and cognitive skills should be a central com­ponent of VET schemes to enhance learning outcomes and student satisfaction.

Hypothesis 3: Employers will place a higher value on job candidates with strong communicative and cognitive skills, regardless of their specific technical qualifications, even with certain observed deficiencies.

 

Table 3: Employer Preferences for Communicative and cognitive Skills

over Technical Qualifications in Hiring Decisions

 

Survey Category	Percentage of Employers
Companies giving communicative and cognitive ability top importance over technical ability	82%
Companies ready to recruit applicants with technical flaws if they show great learning capacity and problem-solving skills	76%
Companies agreeing that long-term prosperity and innovation depend on communicative and cognitive abilities	90%

This table shows the higher importance given to communicative and cognitive skills in different sectors such as Information Technology, Health care, Manufacturing and the Finance industry etc. 82% employers consider be­havioural competencies including problem solving, flexibility and ability to think critically more important than academic certification proving that there is demand for employees that can deal with complexity of the dynamic work environment. In addition, 76% have the willingness to hire candidates having technical flaws provided they possess problem solving skills and have a positive attitude to learn. About 90% of employers agree that critical thinking skills are important for sustained competitiveness and agility, while 67% prefer applicants with good thinking skills despite their lack of technical expertise. Hence, these findings open up the importance of communicative and cognitive skills for the development of adaptability, which is important in the current dynamic world market.

Discussion

The empirical evidence presented in this study strongly suggests that communicative and cognitive abilities, such as problem-solving, adaptability, decision-making, and critical thinking, play a pivotal role in career adaptability, student retention, and employer preferences within the context of Vocational Education and Training (VET). These findings align with anticipated global labour market trends, particularly in light of rapid technological advancements and the Fourth Industrial Revolution.

Hypothesis 1: VET graduates with well-developed communicative and cognitive skills will be more adaptable to changes in the job market and have a higher likelihood of lifelong learning and career advancement compared to those who do not. The empirical findings of this investigation supported the theoretical hypothesis that a strong correlation exists between communicative and cognitive skills and vocational success criteria. Graduates with higher communicative and cognitive skills demonstrated greater engagement in lifelong learning (85%), career advancement (75%), and job flexibility (4.5 out of 5). These results un­derscore the importance of communicative and cognitive abilities in navigating the uncertainties and risks of the contemporary job market. Qualitative data corroborated these findings, with employers and graduates alike emphasizing the significance of flexibility, critical thinking, and lifelong learning skills for employment success. The increasing pace of technological change and the evolving nature of work highlight the growing demand for individuals with adaptable skills and the ability to continuously learn.

Hypothesis 2: VET programs that prioritize the development of com­municative and cognitive skills will have higher rates of student retention and completion. The study’s findings significantly corroborated Hypothesis 2. VET programs emphasizing communicative and cognitive skills exhibited higher student retention rates (87% vs. 62%) and completion rates (80% vs. 55%). While anticipated sex differences were minimal, the study revealed that factors beyond communicative and cognitive skills may influence attrition rates for females in certain training program categories. The development of communicative and cognitive skills, particularly critical thinking and problem-solving abilities, can enhance students’ sense of independence and self-efficacy, fostering increased commitment to education. Furthermore, 92% of participants in communicative and cognitive-focused programs reported a high degree of skill development, compared to 40% in non-communicative and non-cognitive programs. This demonstrates the effectiveness of communicative and cognitive skill develop­ment in enhancing both learning outcomes and the overall learning environment.

Hypothesis 3: Employers will place a higher value on job candidates with strong communicative and cognitive skills, regardless of their specific technical qualifications, even with certain observed deficiencies. The findings verified the third hypothesis too. A significant majority of companies (82%) prioritized communicative and cognitive abilities over technical qualifications when hiring. Moreover, 76% of companies expressed a willingness to consider candidates with technical shortcomings if they possessed strong communicative and cognitive skills, such as learning capacity and problem-solving ability. While practical experience remains valuable, companies increasingly recognize the importance of problem-solving abilities in addressing organizational challenges, adapting to new technologies, and promoting growth. This aligns with existing research, such as Ra et al. (2019) [11], which emphasizes the role of communicative and cog­nitive abilities in navigating the complexities of the modern labour market. Additionally, 90% of companies highlighted the critical role of communicative and cognitive abilities in fostering constant innovation and competitiveness. This underscores the need for communicative and cognitive skills not only in daily activities but also in ensuring organizational flexibility and creativity in the face of technological advancements.

Conclusion

This study underscores and validates the growing relevance of com­municative and cognitive abilities within the framework of VET and the broader employment market. The empirical findings demonstrate that communicative and cognitive capacity significantly influences career adaptability, student retention, and employer preferences. The results reveal that employer preferences, student retention, and career adaptation all depend on communicative and cognitive capacity. Strong communicative and cognitive skills obtained from VET gradu­ates increase their likelihood of lifelong learning, professional advance­ment, and success in a fast-paced employment market. Likewise, VET courses giving communicative and cognitive skills top priority typically show better student retention and completion rates. Employers also clearly favour applicants with well-developed communicative and cognitive skills, even over those with just technical credentials.

These results have significant ramifications. Cognitive abilities will be­come ever more important for job success as the global workforce changes in reaction to technology developments. VET plays a vital part in this scene; programs have to change to include communicative and cognitive skill develop­ment into their courses to equip graduates for the demands of the future workforce. As the global workforce adapts to technological advancements, the demand for communicative and cognitive skills will continue to increase. VET programs must evolve to prioritize the development of communicative and cognitive abilities, such as problem-solving, critical thinking, flexibility, and decision-making, to equip graduates for the future of work.

Recommendations

Integration of Communicative and cognitive Skills in VET Curriculum: VET curricula should be redesigned to prioritize the development of com­municative and cognitive skills. Incorporating case studies, practical problem-solving activities, and collaborative learning projects can foster the application of these skills in various contexts.

Teacher Training in Communicative and cognitive Skill Development: VET program teachers should receive specialized training to effectively facilitate the development of communicative and cognitive skills in their students. Pro­fessional development seminars focusing on instructional practices for critical thinking, flexibility, and decision-making can be beneficial.

Collaboration with Industry: Strong partnerships between VET programs and industry stakeholders are essential to ensure that the communicative and cognitive skills developed align with the evolving demands of the workforce. Curriculum development and program design should incorporate input from employers to ensure relevance and practical application.

Continuous Learning Pathways: VET programs should emphasize the importance of lifelong learning and adaptation. This includes providing graduates with tools and resources to continue developing their communicative and cog­nitive abilities throughout their careers and offering advanced courses that build upon the communicative and cognitive skills acquired in initial VET training.

Future research may explore how communicative and cognitive abilities influence work satisfaction, career length, and organizational creativity over time.

These suggestions will help VET programs be more suited to the needs of the modern workforce, therefore guaranteeing that graduates not only have technical knowledge but also the communicative and cognitive abilities required to succeed in an always changing employment environment.

References

[1] Bhagra, A., & Sharma, D. K. (2018). Changing paradigm of employability skills in the global business world: A review. IUP Journal of Soft Skills, 12(2).

[2] Schwabe, H., & Castellacci, F. (2020). Automation, workers’ skills and job satisfaction. Plos one, 15(11). https://doi.org/10.1371/journal.pone.0242929.

[3] Ra, S., Shrestha, U., Khatiwada, S., Yoon, S. W., & Kwon, K. (2019). The rise of technology and impact on skills. International Journal of Training Re­search, 17(sup1), 26–40. https://doi.org/10.1080/14480220.2019.1629727.

[4] Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80–89. https://doi.org/10.3102/ 0013189×19890600.

[5] Ra, S., Shrestha, U., Khatiwada, S., Yoon, S. W., & Kwon, K. (2019). The rise of technology and impact on skills. International Journal of Training Re­search, 17(sup1), 26–40. https://doi.org/10.1080/14480220.2019.1629727.

[6] Akyazi, T., del Val, P., Goti, A., & Oyarbide, A. (2022). Identifying future skill requirements of the job profiles for a sustainable European manufacturing industry 4.0. Recycling, 7(3), 32. https://doi.org/10.3390/recycling7030032.

[7] Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job adver­tisements. Educational Researcher, 49(2), 80–89. https://doi.org/10.3102/ 0013189x 19890600.

[8] Cowell, R. A., Barense, M. D., & Sadil, P. S. (2019). A roadmap for understanding memory: Decomposing cognitive processes into operations and representa­tions. Eneuro, 6(4). e0242929.

[9] Mohammed, A. S., Amamou, A., Ayevide, F. K., Kelouwani, S., Agbossou, K., & Zioui, N. (2020). The perception system of intelligent ground vehicles in all weather conditions: A systematic literature review. Sensors, 20(22), 6532.

[10] Cowell, R. A., Barense, M. D., & Sadil, P. S. (2019). A roadmap for understanding memory: Decomposing cognitive processes into operations and representa­tions. Eneuro, 6(4). e0242929.

[11] Ra, S., Shrestha, U., Khatiwada, S., Yoon, S. W., & Kwon, K. (2019). The rise of technology and impact on skills. International Journal of Training Re­search, 17(sup1), 26–40. https://doi.org/10.1080/14480220.2019.1629727.

Bibliography

Akyazi, T., del Val, P., Goti, A., & Oyarbide, A. (2022). Identifying future skill requirements of the job profiles for a sustainable European manufacturing industry 4.0. Recycling, 7(3), 32. https://doi.org/10.3390/recycling7030032.

Bhagra, A., & Sharma, D. K. (2018). Changing paradigm of employability skills in the global business world: A review. IUP Journal of Soft Skills, 12(2).

Cowell, R. A., Barense, M. D., & Sadil, P. S. (2019). A roadmap for understanding memory: Decomposing cognitive processes into operations and representa­tions. Eneuro, 6(4). e0242929.

Griep, Y., Vranjes, I., van Hooff, M. M., Beckers, D. G., & Geurts, S. A. (2021). Technology in the workplace: Opportunities and challenges. Flexible working practices and approaches: Psychological and social implications, 93–116. DOI:10.1007/978-3-030-74128-0_6.

Knight, G., White, I., & Granfield, P. (2020). Understanding the Australian Vocational Education and Training Workforce. Research Report. National Centre for Voca­tional Education Research (NCVER).

Lu, K., Pang, F., & Shadiev, R. (2021). Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning. Educational Technology Research and Develop­ment, 69(5), 2475–2492. https://doi.org/10.1007/s11423-021-10025-4.

Milinković, I., Labrović, J. A., & Petrović, N. (2020, September). Demand for competencies in 21st century workplace: companies expectations from graduates. In XVII International Symposium (p. 59).

Mohammed, A. S., Amamou, A., Ayevide, F. K., Kelouwani, S., Agbossou, K., & Zioui, N. (2020). The perception system of intelligent ground vehicles in all weather conditions: A systematic literature review. Sensors, 20(22), 6532.

Protsch, P., & Solga, H. (2015). How employers use signals of cognitive and noncog­nitive skills at labour market entry: Insights from field experiments. European Sociological Review, 31(5), 521–532. https://doi.org/10.1093/esr/jcv056.

Ra, S., Shrestha, U., Khatiwada, S., Yoon, S. W., & Kwon, K. (2019). The rise of tech­nology and impact on skills. International Journal of Training Re­search, 17(sup1), 26–40. https://doi.org/10.1080/14480220.2019.1629727.

Ramos-Monge, E., Fox, P., & Garcia-Piquer, A. (2023). Addressing soft skill gaps in the digital employment market: the case of Spanish students in a technology-based university. Education+ Training, 65(6/7), 923–938. https://doi.org/10.1108/et-04-2023-0165.

Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job adver­tise­ments. Educational Researcher, 49(2), 80–89. https://doi.org/10.3102/0013189x 19890600.

Schwabe, H., & Castellacci, F. (2020). Automation, workers’ skills and job satisfac­tion. Plos one, 15(11). https://doi.org/10.1371/journal.pone.0242929.

Smaldone, F., Ippolito, A., Lagger, J., & Pellicano, M. (2022). Employability skills: Profiling data scientists in the digital labour market. European Management Journal, 40(5), 671–684. https://doi.org/10.1016/j.emj.2022.05.005.

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., … & Lubart, T. (2023). Creativity, critical thinking, com­munication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054.

Tseng, H., Kuo, Y. C., & Walsh, E. J. (2020). Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement. Educational Technology Research and Develop­ment, 68, 2285–2303. https://doi.org/10.1007/s11423-020-09774-5.

Wójcik, P. (2017). Shortage of talents – a challenge for modern organiza­tions. Inter­national Journal of Synergy and Research, 6.

Zhang, Y., Fong, P. S. W., & Yamoah Agyemang, D. (2021). What should be focused on when digital transformation hits industries? literature review of business management adaptability. Sustainability, 13(23), 13447. https://doi.org/10.3390/ su132313447.

 

Ilyan Vasilev is a PhD student at the Department of Didactics, Faculty of Edu­cation, Sofia University “St. Kliment Ohridski”. He is an assistant professor at the University of Telecommunications and Posts (UTP). Ilyan Vasilev teaches Theoretical Electrical and Electronic Engineering. Research interests: professional and engineering pedagogy; Design of engineering disciplines; methodology of professional education.  He is the author of 32 publications on topics related to models in vocational education, trends in technical engineering education, model curricula in technical disciplines with integration of artificial intelligence, micro-credits in vocational education, smart cities and professionalization, motivation and evaluation in VET, quality assessment and criterion models for quality assessment in vocational education. ORCID: 0009-0008-0863-1516

 

Manuscript was submitted: 10.02.2025.

Double Blind Peer Reviews: from 15.02.2025 till 25.03.2025.

Accepted: 26.03.2025.

Брой 63 на сп. „Реторика и комуникации“ (април 2025 г.) се издава с финансовата помощ на Фонд научни изследвания, договор № КП-06-НП6/48 от 04 декември 2024 г.

Issue 63 of the Rhetoric and Communications Journal (April 2025) is published with the financial support of the Scientific Research Fund, Contract No. KP-06-NP6/48 of December 04, 2024.