Bridging Borders: Enhancing Teacher Education through Soft Skills in Italy and Finland

Abstract

This article examines the critical role of soft skills in teacher training across Italy and Finland, emphasising the need for tailored educational programs to enhance workforce readiness. The study underscores the importance of integrating interpersonal skills into curricula by analysing educators' cultural contexts and competencies. This study explores the vital role of soft skills in shaping effective teaching practices within diverse educational contexts, explicitly focusing on secondary school educators in Italy and Finland. By analysing the profiles of 160 teachers—80 from Rome and 80 from Turku—this research employs the Business-Focused Inventory of Personality (BIP) to assess competencies such as communication, collaboration, empathy, and adaptability. The findings reveal notable differences, with Finnish educators scoring higher in assertiveness and teamwork orientation, while their Italian counterparts excel in sensitivity and interpersonal engagement. These insights highlight the importance of embedding soft skills training within teacher education curricula to foster inclusive and responsive learning environments. The study emphasises the potential for enhanced student engagement and improved educational outcomes by equipping educators with essential interpersonal competencies. The implications extend beyond individual classrooms, advocating for a transformative approach to teacher preparation that champions holistic development and reflective practice. This approach aims to bridge the gap between education and labour market demands, preparing future teachers to navigate complex classroom dynamics effectively.