Exploring the Challenges of Soft Skill Integration in Moroccan EFL Higher Education Perspectives from EFL Teachers

Abstract

Following the official implementation of soft skills in Moroccan higher education, this study examines the perceptions of Moroccan EFL (English as a Foreign Language) teachers regarding the challenges associated with developing and implementing soft skills. Using a Grounded Theory methodology, sixteen EFL educators were interviewed, and their insights were analyzed. The findings from the semi-structured interviews highlight a range of institutional and operational challenges faced in implementing and developing soft skills. Within the theme of a deficit in institutional and curricular support, key codes identified included a lack of teacher training, inadequate resource allocation, and a misalignment of the curriculum. The second main theme, operational challenges, encompasses codes such as large class sizes, a lack of clarity regarding the soft skill sets to be developed, ineffective teaching methods, challenges in assessment, and student engagement issues. Teachers expressed concerns about the inconsistency of soft skills implementation, noting its ad hoc nature despite their strong commitment to the initiative. This study sheds light on the challenges impeding the effective incorporation of soft skills and emphasizes the need for strategic interventions to create a more cohesive and sustainable educational framework.