In today’s rapidly evolving landscape, success can no longer be measured solely by academic scores or technical know-how. In this time, competencies such as effective communication, teamwork, empathy, emotional regulation, critical thinking, etc. have emerged equally for personal fulfillment, social cohesion and professional success. However, in Nepal’s rural and marginalized contexts, these skills remain underemphasized in both teaching practices and students’ assessment systems despite being reflected in the national curriculum frameworks. This gap between policy and practice undermines the broader goals of education, including equity, inclusion and lifelong learning. It is, therefore, time to strategically reposition soft skills not as optional add-ons but as foundational competencies that shape character, citizenship and resilience. Integrating soft skills into classroom pedagogy and whole school culture could help to fulfill the promise of Nepal’s education system in alignment with ‘Sustainable Development Goals’.
Embedding soft skills in classroom practices ensures that all girls and boys, including children with disabilities, not just in urban areas but also in rural or marginalized areas, receive equitable, meaningful and quality education that goes beyond rote learning to develop real-life competencies. Integration of soft skills such as empathy, curiosity, communication, confidence in early grades or in foundational learning supports children’s readiness for formal schooling and setting a strong base for lifelong learning. Focus on self-confidence, adaptability, collaboration helps learners’ better transition into vocational, technical and higher education preparing them for an evolving job market and entrepreneurial opportunities in this global village.
Soft skills integration fosters inclusive classrooms and helps to eliminate gender disparities by cultivating respectful peer relationships and inclusive learning environments. Soft skills like motivation, perseverance, goal setting, etc. directly support students in achieving literacy and numeracy outcomes, especially among children and youth in second-chance learning programs. Skills such as empathy, cooperation, global citizenship help students to internalize principles of sustainable living, peace, human rights, cultural appreciation by reinforcing the holistic goals of education in today’s interconnected world.
When emotional intelligence, conflict resolution, etc. are built into classroom culture, schools become safer,2 child-friendly, gender-responsive and disability-inclusive spaces that encourage participation and reduce bullying or discrimination.
Teacher training that incorporates emotional awareness, inclusive pedagogy, student-centered facilitation, etc. enhances the overall quality of teaching, particularly in remote and underserved regions. By integrating soft skills such as self-advocacy, confidence-building, etc. education systems can more effectively support excluded and underrepresented groups to access, participation, outcomes.
In this time of globalization, soft skills should be integrated into the very fabric of education system, i.e. curricula, pedagogy, teacher development, learning environments, and evaluation system. Students should be equipped not just with knowledge but with the ability to collaborate, empathize or adapt where schools could lay the foundation for a more inclusive, peaceful, and prosperous society.
Personal attributes such as honesty, responsibility, resilience, patience, curiosity, self-confidence, etc. are very important to succeed in academic and professional life too. These form the foundation of how individuals engage with the world. When nurtured from an early age or grades in schools, these enable students to navigate complexities with emotional strength, ethical grounding or interpersonal grace.
Integrating soft skills into education from early grades promotes active listening, respectful communication, self-confidence, non-verbal expression, empathy and emotional regulation, constructive conflict resolution, collaboration and leadership, creativity, adaptability and goal setting. When students are taught these skills intentionally and consistently in schools, they not only perform better academically but also grow into responsible citizens capable of contributing meaningfully to their families, communities, and the nation.
Many rural community schools of Nepal, often constrained by resources, can still foster soft skills through simple, low-cost, and culturally grounded strategies.
With intentional design, even the most basic classroom can become a powerful space for developing personal and social competencies. Few examples:
Honesty – “Honesty Jars” where students anonymously share truthful moments.
-Leverage local folktales and moral stories to discuss real-life dilemmas and values.
-Role play situations such as “I broke the whiteboard: what should I do?” to explore ethical choices.
Responsibility -Rotating roles like monitor, homework checker, classroom helper, cleaner.
-Using “I am responsible for…” walls to let students express ownership.
-Weekly self-assessment cards encourage accountability and reflection.
Patience -Engaging students in mindfulness games like “silent ball” or “pass the clap.”
-Introducing brief breathing or meditation sessions.
-Art-based activities like group mandalas or origami nurture patience and calm.
Resilience -Holding “failure-sharing circles” where students share and normalize setbacks.
– Using growth mindset language: “Mistakes help me learn.”
-Highlighting role models who overcame adversity, especially local role models.
Curiosity -Building a “Wonder Wall” where students post questions, they’re curious about.
-Using inquiry-based projects (e.g., “How does a local mill work?”).
-Organizing field visits to farms, temples, radio stations, or water sources.
Self-Confidence -Starting mornings with affirmations like “I Can” statements.
-Creating safe platforms: talent shows, peer appreciation circles or storytelling corners.
-Establishment of buddy systems for peer encouragement & public speaking practice.
Teachers are at the front lines of this transformation. Every subject’s interaction can serve as an opportunity to model and teach soft skills. Group work or debates in social studies can foster teamwork or expression. Storytelling in language classes might explore empathy or communication. Reflection journals or circle time for emotional awareness can be used. Real-world problem-solving through class projects like “How can we reduce plastic in the community?” can be used. Students’ leadership through rotating roles, class monitors or children’s clubs can be enhanced.
Soft skills should not be confined only to classrooms. They can be extended in the morning assemblies, motivational quotes/proverbs, word of the week, extra-curricular activities, service learning: clean-up campaigns, helping elders, local problem-solving, etc. Emotional intelligence, the ability to recognize, understand, and manage emotions, is the backbone of all soft skills. It is directly tied to academic success, mental health, and adaptability. However, it is rarely taught systematically in rural setting’s schools. To address this, schools should integrate these practices in daily routines. For example, daily journaling or emotional check-ins, mindfulness and breathing exercises, peer mentoring or buddy support systems, safe spaces for students to talk about their emotions, positive reinforcement of emotional growth and behavior.
The integration of soft skills requires a shift in mindset, not only among teachers but across the entire education ecosystem. Schools, families, communities and education authorities must act together. For instance, teachers must be trained and supported to embed soft skills in lesson plans and daily teaching and should be recognized for nurturing emotional and interpersonal growth not just for academic results. Likewise, parents need orientation on modeling empathy, communication, responsibility, etc. at home, and can reinforce school messages through shared values and behavioral expectations.
Similarly, evaluation of soft skills using observation checklists, peer reviews, and self-assessments, and celebration of soft skills milestones like “Best Listener”, “Most Responsible Student”, or “Kindness Ambassador” can be done. Whatever, soft skills should get the space in teacher trainings, lesson planning, evaluation frameworks that align with national curriculum narrative, and should encourage culturally relevant, low-cost innovations in soft skill pedagogy to all practitioners.
In a nutshell, if we are aware about empowering the next generation of Nepal to thrive in an unpredictable and interconnected world, soft skills should no longer be seen as extra, they must be essential. Soft skills must be intentionally taught, modeled, practiced and evaluated. Failing to nurture emotional intelligence, empathy, communication, leadership, resilience, etc. is not just an educational oversight, it’s a violation of child rights, and a setback for national development. So, let us place human values at the core of education system. Let us cultivate not just exam passers but compassionate, capable and confident human beings who will shape Nepal’s future with empathy and excellence. This is the time to act is now with urgency and purpose.
By: Gita Subedi
Email: get2gita@hotmail.com
प्रकाशित :- २०८२ अषाढ २८, शनिबार
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