Enhancing Soft Skills in Schools of Engineering: The Application of the Experiential Learning Theory (ELCT)

Abstract

This paper argues that the current ESP-oriented curriculum in engineering schools often neglects the development of soft skills, which leaves future engineers struggling to meet the growing demands of the modern job market. Despite increasing recognition of the importance of soft skills in the workplace, integrating these skills into ESP courses has received limited scholarly attention in the Moroccan context. Grounded in Kolb’s Experiential Learning Cycle Theory (1984), this study aims to fill this gap by critically examining the dynamics of soft skills integration in Moroccan engineering schools. The case study of Rabat School of Mines (RSM) known in French as Ecole Nationale Supérieure des Mines de Rabat (ENSMR), provides insights into how soft skills can be embedded into the engineering curriculum. Through a combination of survey questionnaires, interviews, and desk research, the findings highlight that incorporating soft skills into ESP courses not only enhances the effectiveness of language learning but also better prepares students for the workplace. The research further reveals that this integration plays a crucial role in equipping students with the language skills necessary for success in their respective professions. The study concludes that soft skills such as communication, teamwork, leadership, and time management are essential for engineering students in today’s globalized world. It emphasizes the need for language instructors to recognize and integrate these skills into their teaching practices, ensuring that students are not only linguistically proficient but also well-prepared for professional success.