AUTHOR=Luo Haozhun , Li Weiyan 

TITLE=Impact of microlearning on developing soft skills of university students across disciplines

JOURNAL=Frontiers in Psychology

VOLUME=Volume 16 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1491265

DOI=10.3389/fpsyg.2025.1491265

ISSN=1664-1078

ABSTRACT=IntroductionThis study explores the effectiveness of microlearning in developing key soft skills among university students across four academic disciplines: humanities and arts (HA), business studies (BS), medical sciences (MS), and technical and engineering (TE). Addressing the disconnect between academic training and industry expectations, the research investigates how microlearning interventions influence the development of teamwork skills (TWS), leadership skills (LS), communication skills (CS), time management skills (TMS), and emotional intelligence (EI). The study also aims to identify which disciplines benefit most from microlearning for each specific skill.MethodsA total of 384 Chinese university students participated in this study, with a questionnaire recovery rate of 93.23% and near-equal representation from each discipline. Participants completed pre- and post-intervention surveys following tailored microlearning modules. Statistical analyses—including paired sample t-tests, independent sample t-tests, and effect size calculations—were employed to test five hypotheses related to soft skill development across disciplines.ResultsFindings indicate that leadership-focused microlearning modules significantly benefited TE and MS students, while EI training was particularly effective for BS students. Notable improvements in CS and TMS were observed among BS and TE students, aligning with skills demanded in corporate project management. Overall, microlearning interventions produced measurable enhancements in specific soft skills, with variation across academic disciplines.DiscussionThe results suggest that integrating structured, discipline-specific microlearning into university curricula can effectively bridge academic-industry skill gaps. Faculty are encouraged to adopt scenario-based microlearning strategies to enhance student engagement. Higher education institutions should prioritize microlearning experience in student development and recruitment. Additionally, EdTech providers are urged to develop AI-powered interactive platforms to personalize learning, while students should proactively engage in targeted microlearning to improve academic and career outcomes.