The Need for Developing Work and Life-Related Skills (Soft Skills) through the Social Engineering Process among Undergraduate Students in the Regular Program at Chiang Mai Rajabhat University

Abstract

This article aimed to study and compare the needs for activities, including problems and suggestions, as well as to propose an activity plan for developing work and life-related skills (Soft Skills) through the social engineering process. A mixed-method research approach was employed. Data were collected using questionnaires and focus group discussion records. The sample group consisted of 558 participants. The findings revealed that students need to develop skills related to work and life (Soft Skills) at a high level (𝑥̅ = 4.31, S.D. = 0.23). The need for student development activities was also high (𝑥̅=4.30, SD=0.25). The analysis showed that male and female students had different needs in terms of analytical thinking skills developed through the social engineering process, which also influenced their preferences for activities based on the MIC Model process. Furthermore, differences in academic year and faculty significantly affected the need for student development activities through both the Biological Clock process and the MIC Model process, at a statistical significance level of 0.05. The problem is that public relations are unclear and incomplete. There should be more public relations channels and activities with different formats than before. Therefore, the activity development plan must rely on the cooperation of all sectors to develop skills related to work and life (soft skills) through the social engineering process.