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India's rapidly changing higher education system with holistic development on teachers to possess both strong
competences and subject-matter expertise. Globalization, digitalization, diverse classrooms, and learner-
centered pedagogies have increased the demand on teachers to be empathetic, collaborative, and capable of
handling conflict in a positive way. This study looks at how important social skills are for teachers in higher
education and how they affect student involvement, classroom efficacy, and institutional quality. The study
emphasizes the use of skills like active listening, flexibility, cooperation, and constructive criticism in creating
welcoming, encouraging, and stimulating learning environments through an extensive analysis of Indian and
international literature from the existing research. Results show that instructors with strong social skills have
more professional satisfaction, resilience, and adaptability in addition to improving student results and holistic
development. In line with the objectives of the National Education Policy (NEP) 2020, the study emphasizes the
strategic significance of including social skill development into teacher training and professional development
programs in India. All things considered, social skills are essential for producing graduates who are emotionally
intelligent, socially conscious, and competitive in the global economy, as well as for enhancing the efficiency
and long-term viability of higher education institutions and Teachers.
Higher Education, Digitalization, Social Skills, National Education Policy 2020
It appears that developing nations like India urgently need to improve the social skills of their teachers. In
reaction to globalization, privatization, and technological improvement, the Indian higher education system is
currently undergoing both rapid growth and a significant transition. Teachers now work in extremely varied,
complicated, and demanding academic situations, which presents a number of obstacles in addition to
opportunities. In this situation, a teacher's capacity for effective connection, communication, and teamwork
becomes equally important as their subject-matter expertise. This highlights how vital social skills are for
instructors in higher education. Higher education has always had a role beyond just spreading knowledge.
Colleges and universities serve as a public face for ideas and are the archives of culture, knowledge, and values.
In addition to facilitating learning, teachers in these institutions serve as mentors, advisors, and role models who
have an impact on students' personal and professional development. The learning environment and the
interactions between teachers and students are greatly influenced by social skills like empathy, cooperation,
conflict resolution, cooperation, flexibility, and effective communication. Without these abilities, higher
education runs the risk of becoming into a transactional process rather than a transformative one, turning
instruction into the dissemination of knowledge rather than a meaningful human exchange.
The demand for social skills has grown significantly in the current century. There are several causes for this.
First, the atmosphere in the classroom has evolved. Teachers need to be patient, culturally sensitive, and have
good interpersonal skills because of rising class sizes, multilingual cohorts, online and blended learning, and
students from a wide range of social and economic backgrounds. Second, employability skills are now given
priority in the job market; studies constantly show that graduates need to be able to work in a team, communicate
well, and adapt. Higher education now strategically needs professors to demonstrate and transfer these talents
since they serve as mentors and role models. Third, the National Education Policy (NEP) 2020's focus on 21st
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century skills and holistic development highlights how important it is for educators to have strong social skills
so they can foster comparable qualities in their pupils.
The relevance of social skills is further highlighted by the paradigm shift from teacher- centred to learner-centred
approaches. According to traditional methods, knowledge flowed naturally and the instructor was the only
authority. But because modern pedagogy is collaborative and participatory, teachers must take on the role of
facilitators who listen, promote discussion, establish rapport, and create a positive learning environment.
Effective teaching and learning strategies now include the use of abilities including empathy, active listening,
conflict resolution, and constructive criticism. Both teachers' and students' mental health and wellness are linked
to the necessity of social skills. rising education classrooms are experiencing rising levels of anxiety,
disengagement, and burnout due to the mounting stress of academic rivalry, job uncertainty, and post-pandemic
issues. Teachers' social skills operate as buffers in these situations, creating a supportive emotional environment
that boosts students' drive and resilience. More socially competent teachers are better able to read their pupils'
emotional signs, offer support, and build the trust necessary for meaningful participation.
Teachers themselves also gain from having good social skills. They have better flexibility to institutional
adjustments, more collegial connections, and greater job satisfaction. Teachers that possess social skills are
frequently better able to handle difficulties in the classroom, uphold sound boundaries, and preserve a feeling of
efficacy and professional identity. To put it another way, social skills are crucial for instructors' personal
development, well-being, and long-term employment in addition to being tools for students' improvement. There
are still holes in the Indian higher education system, notwithstanding their importance. Programs for professional
development frequently place a greater emphasis on subject competence. Compared to the wealth of research on
school teachers, there is currently a dearth of studies on ICT skills or teacher social skills in India. Studies that
do exist typically focus on leadership or communication in limited terms without thoroughly outlining the wide
variety of social skills needed in the modern academic setting. Higher education runs the risk of not meeting
NEP 2020's goal of turning out graduates who are employable, socially conscious, and globally competitive if
faculty social capabilities are not systematically invested in.
The requirement for social skills is made even more urgent by the evolving nature of education in India, which
is characterized by multicultural classrooms, digitalization, and international rivalry. Social competences are
changing the human element of teaching, much like digital technology changed the educational system. Social
skills help instructors manage relationships if ICT and digital skills help them manage information. Both are
necessary to create an institution that is inclusive, efficient, and prepared for the future. Lifelong learning also
revolves around social skills including communication, empathy, teamwork, and flexibility. Teachers that exhibit
these abilities help their pupils develop curiosity, teamwork, and self-assurance, which in turn helps them become
independent learners. Students gain skills that are essential in today's competitive and linked world, such as
appreciating diversity, handling conflict in a positive way, and working well in teams. Therefore, by specifically
addressing the requirement for social skills in Indian higher education, the current study fills a crucial gap. It
examines how these abilities support good instruction, student performance, and institutional quality while
pointing out the obstacles and opportunities for improvement. By doing this, it responds to global trends,
connects with national agendas, and offers evidence for reconsidering professional development tactics in higher
education.
Even though social skills are widely recognized as being important for both teaching and learning, not much is
known about how these abilities affect the efficiency of instruction in Indian higher education. Very few research
examines the whole range of socio-emotional competences necessary for teachers in higher education; the
majority of studies concentrate on school-level educators, communication styles, or leadership characteristics.
Research on how social skills affect teacher effectiveness, student engagement, and institutional quality is
lacking due to a lack of conceptual clarity and empirical frameworks. It becomes crucial to look at how social
skills support efficient pedagogy and quality improvement in higher education in light of India's National
Education Policy (NEP) 2020, which places an emphasis on the socioemotional development and holistic teacher
development. In order to close this gap, the current study aims to investigate, integrate, and comprehend the
connection between institutional growth, instructional efficacy, and social skills of teachers.
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1. To investigate the significance of social skills have in improving the efficacy of higher education instructors.
2. To identify important areas need for further study and offer a theoretical framework that connects social skills
to both institutional quality and teacher performance.
3. To align results with the objectives of NEP 2020, which prioritize holistic and socioemotional teacher
development.
How do social skills contribute to enhancing teaching effectiveness among higher education teachers?
The current study uses a conceptual review design and incorporates data from secondary sources. The keywords
"social skills," "teacher effectiveness," "higher education," "communication," and "empathy" were used to
conduct a systematic search of academic databases like Google Scholar and Scopus. The review included
conceptual articles, empirical research, and policy papers that addressed teachers, social-emotional
competencies, self-efficacy, communication, and interpersonal relationships. The process involved screening
abstracts, evaluating methodological rigor, and classifying findings under thematic headings like
conceptualization of social skills, their relationship with teaching outcomes, etc. This structured and transparent
approach strengthens the analytical synthesis and provides a reliable basis for conceptual discussion.
Scheirlinckx et al (2023) emphasized the importance of social emotional skills (SEMS) for teachers and proposed
a conceptual model to categorize them. The study highlighted the gap in research on teacher SEMS, called for
empirical validation and assessment tools, and stresses their significance for teacher development and social
emotional learning policy.
Gul et al (2023) surveyed 100 undergraduate students in Quetta, Pakistan, to explore the link between social
skills and academic competences. Results showed no semester wise differences but revealed a positive
correlation between social skills and academic performance, highlighting the need for institutions to promote
social skill development through structured programs and activities.
Busnawir (2023) conducted an ex post facto study with 49 senior higher school students in southern Konawe to
examine links between social skills, digital literacy, and mathematical literacy. Using SEM analysis, the study
found social skills positively influenced digital literacy but not mathematical literacy, while digital literacy
significantly enhanced mathematical literacy. Students showed strengths in peer relation and information
searching but weaknesses in academic compliance and knowledge synthesis.
Shagufta (2022) presented a conceptual study on the role of communication and presentation skills in teaching.
The paper emphasized verbal, non-verbal, visual, and written communication as essential for effective teaching,
highlighting that mastering these skills is vital for success in both formal and informal educational context
Laksmiwati et al (2022) studied 78 second year to examine the link between social skills and self-efficacy using
a Likert-scale survey and correlation analysis. Result showed a positive relationship, indicating that stronger
social skills contribute to higher self-efficacy among student.
Virtanen & Tyniala (2021) examined pedagogical practices predicting social skill learning among 123 finish
University students. Using questionnaires and regression analysis, they found collaborative and active leaning
methods strongly enhanced social skills, while passive, teachers-centered approaches had negative effect,
highlighting the value of interactive pedagogy in higher education.
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Dhillon & Kaur (2021) explored the effect of teachers communication styles on communication effectiveness
among 210 higher education faculty in northern India using surveys and statistical analysis. Results showed
communication style had a significant impact on effectiveness, with gender differences in listening and message
delivery, but no variation by subject. The study underscores the need for teachers to be aware of their
communication styles to improve teaching outcomes.
Karthikeyan et al. (2020) conducted a normative survey among 300 prospective teachers in Thiruvananthapuram
using an online interpersonal skills test. Result showed most had moderate competence, with significant
difference across demographic, highlighting the need to strengthen interpersonal skills in teacher education for
todays complex, technology driven world.
Gupta & Gupta (2020) examined principle-teacher interactions and teachers attitudes towards the profession
among 150 teachers (PRT, TGT, PGT) from private schools in Jammu. Using the Principal Interaction
Questionnaire, the study found principals were largely viewed as supportive and encouraging, and teachers
generally had positive attitudes, emphasizing the importance of strong principal teacher relationships for a
positive school environment.
Begum et al. (2020) conducted a descriptive study in ESL classroom in Telangana, India, with 60 second-year
engineering students using the jigsaw strategy under collaborative learning. The purposive sample was divided
into 12 groups, guided by two faculty members. Findings showed that collaborative learning improved
communication, problem solving, students engagement, self-awareness, and higher-order thinking.
Meleki et al. (2019) investigated social skills among 546 preschool children in Rasht, Iran, using the SSRS-T
and demographic data. Findings showed children had moderate levels of cooperation, assertion, and self-control,
with social skills significantly linked to factors such as maternal education, employment, family income, teacher
experience, and class size.
The study provides a conceptual model explaining how social skills work as mediating elements between
individual teacher competence and institutional outcomes.
Core Social Skills: Empathy, communication, flexibility, teamwork, and conflict management
⬇
Improved teacher-student connection, a supportive classroom environment, collaborative learning, and teacher
well-being are examples of intermediate effects.
⬇
Results: Increased efficacy in instruction, better student involvement, and improved institutional quality
This concept emphasizes how teachers' socioemotional skills interact dynamically with institutional settings and
educational methods rather than functioning in an isolation. It embodies the NEP 2020 vision that, in order to
achieve long-term educational transformation, teacher development must incorporate cognitive, emotional, and
ethical growth.
In today's changing academic environment, social skills are essential qualities that influence higher education
instructors' efficacy. Effective teaching is increasingly seen to depend on the teacher's capacity for
communication, empathy, teamwork, and conflict resolution in addition to topic knowledge and technological
competence. Building trust, cultivating a positive teacher-student connection, and establishing an inclusive
learning atmosphere where students feel appreciated and inspired are all made possible by social skills. In this
way, social competence serves as the cornerstone for mentorships, information sharing, and all-around
development. Today's higher education is characterized by huge class numbers, blended or digital learning
modalities, different cohorts, and diverse classrooms. Teachers' flexibility, attentive listening, classroom
management, and collaborative student engagement become essential in such a situation. For example, although
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abilities like conflict resolution and constructive criticism improve classroom unity, empathy aids teachers in
understanding the emotional and academic difficulties of their pupils. In addition to improving learning
outcomes, these competences make sure that instruction transcends the mere dissemination of knowledge and
becomes a meaningful human exchange.
According to national initiatives like the National Education Policy (NEP) 2020, social skills among educators
are strongly related to the focus on students' well-being, 21st century skills, and holistic education. Teachers
prepare students to succeed in both the professional and social worlds by modelling cooperation, flexibility, and
teamwork. Social skills allow instructors to manage human interactions, which is an equally important aspect of
education in the twenty-first century, just as digital skills help them handle technical progress. Strong social
skills are also very beneficial to teachers themselves. Collegiality is fostered, workplace stress is decreased, and
professional happiness is increased through effective communication and collaboration. Teachers with social
skills are more resilient to academic constraints, maintain a strong professional identity, and adjust to institutional
adjustments more easily. Because social skills have an impact on both teachers and pupils, they are crucial to
both the quality of institutions and the efficacy of instruction. According to the interpretation of earlier research,
social skills are still underappreciated and understudied in higher education, even if professional development
frequently places an emphasis on content knowledge, ICT, or research productivity. However, research
continuously demonstrates that skills like empathy, communication, and teamwork positively improve student
engagement, instructional efficacy, and overall institutional performance. Consequently, it is strategic rather than
optional to invest in the social skills development of higher education instructors. It is a way to make sure that
higher education fulfils its mission of creating citizens who are not only knowledgeable but also emotionally
intelligent, socially conscious, and competitive on a global scale.
In addition to topic knowledge, effective teaching in higher education increasingly involves good social skills.
Instructors that possess high levels of empathy, communication, flexibility, and teamwork are more equipped to
establish a welcoming, encouraging, and stimulating learning environment. Socially adept teachers are able to
lead a diverse classroom, foster trust with pupils, encourage collaboration, and settle disputes amicably. Students'
interest, involvement, and overall development are all enhanced by the development of social skills. Teachers
that exhibit good interpersonal skills model similar actions in their students, which promotes teamwork,
problem-solving, and emotional intelligence. Additionally, socially adept teachers report better working
relationships, less stress, and higher job satisfaction, which helps them adjust to institutional changes and
continue to be successful teachers. In general, social skills are essential for improving interactions between
teachers and students, creating a supportive learning environment, and guaranteeing that universities generate
graduates who are not just intellectually strong but also emotionally and socially conscious.
The conceptual aspect of this paper is supported by secondary data from previous studies. Primary data gathering
and statistical validation are not included. To test the suggested conceptual framework, future studies may use
empirical designs including surveys, interviews, and classroom observations. The relationship between social
skills, teaching efficacy, and institutional growth would be better understood through comparative studies across
gender, discipline, and institutional kinds.
Social skills are crucial and supplemental competencies for teachers in the current higher education environme
nt.Strong socioemotional and interpersonal abilities help teachers engage with students, support group projects,
handle difficult situations in the classroom, and mentor students outside of the classroom.Teachers establish su
pportive learning environments that improve academic results and student engagement by encouraging empath
y, communication, teamwork, and flexibility.Through focused professional development programs, mentoring,
and cooperative effort, institutions can assist teachers in developing their social skills.In addition to improving
student results, socially competent instructors report higher levels of resilience, adaptability, and professional h
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appiness.Thus, enhancing the social skills of college instructors improves their ability to teach, fosters the holis
tic development of their students, and raises the standard and competitiveness of higher education as a whole.
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