Artificial Intelligence and the Development of Soft Skills in Higher Education: A Systematic Literature Review

Abstract

The integration of artificial intelligence (AI) in higher education has expanded considerably, with research predominantly focusing on cognitive outcomes, assessment automation, and personalized learning. However, limited attention has been given to the relationship between AI-supported learning environments and the development of soft skills, such as communication, collaboration, critical thinking, and management skills. These skills are increasingly essential for academic success and employability in contemporary knowledge economies. This study conducts a systematic literature review to examine how AI influences soft skills development in higher education, with particular relevance to language education. Following PRISMA guidelines, the review analyzes studies published between 2015 and 2024, sourced from major academic databases including Scopus, Web of Science, ERIC, and Google Scholar. Inclusion criteria focused on peer-reviewed research addressing AI-supported educational environments and their impact on soft skills. Findings indicate that AI technologies can support the development of communication skills, critical thinking, and management skills, particularly through interactive and adaptive learning environments. Some studies highlight the role of AI in promoting self-directed learning and reflective practices, while others emphasize its potential to facilitate digital collaboration. Nevertheless, evidence remains inconsistent. The effectiveness of AI in fostering soft skills depends largely on pedagogical design, instructional strategies, and contextual factors rather than technology alone. The review also identifies challenges, including ethical concerns, the reliability of automated feedback, and reduced human interaction. Overall, while AI shows potential in supporting soft skills development, further interdisciplinary research is needed to establish robust pedagogical frameworks and address existing gaps, particularly within language education contexts.