RESEARCH ARTICLE

Published Online: December 5, 2024

https://doi.org/10.31893/multiscience.2025260

Factors influencing teamwork and communication

soft skills in project-based education
Ádám Mészárosa | Ágnes Csiszárik-Kocsira
aKeleti Károly Faculty of Business and Management, Óbuda University, Budapest, Hungary.

Abstract The turbulent changes of the 21st century have significantly rewritten the map of competences. The need for new
skills and competences has emerged, boosted by the digitalization imperative and wave, and further exacerbated by the
changes brought about by the coronavirus epidemic. The overnight survival of the pandemic in the world of work has shifted
the landscape and methods of working to new levels, requiring significant human and worker resilience. This is why agility
has been given a new impetus, and with it the so-called soft skills have moved up the hierarchy. Soft skills are a key element
of competitive markets, teamwork and human skills. These elements are also reflected in projects, the labor market and
education. Today's changes have increased the value of all competences that mean more effective interactions between
individuals, competences, the ability to collaborate. However, the advance of the digital space and the reduction of the
arena for personal interactions pose new challenges. All of these changes will be most pronounced for young adults and
children (Generation Z and Alpha), so it is very important that the education system is involved in the development of soft
skills. The present study aims to present the different arenas of soft skill development, based on the results of a primary
research conducted in Hungary. Our work aims to illustrate the problem described above by means of a questionnaire
survey of 910 people in 2024. We used basic statistical methods, correlation calculations and analysis of variance to draw
our conclusions. Our aim is to show and analyze the intrinsic links between the competences required for effective
teamwork, with a particular emphasis on the role of education in the process.
Keywords: teamwork, soft skill, development, education, agile

1. Introduction
In the literature, "soft skills" are generally defined as nontechnical and nonindustry-specific skills that are broadly
applicable to various tasks and roles. These include "human skills," which are necessary for effective collaboration in groups
and organizations (Tyschenko, 2023). Soft skills are crucial in teamwork, as they facilitate effective interaction and cooperation
among team members. These interpersonal skills, which encompass communication, adaptability, and empathy, are essential
for creating a harmonious and productive team environment (Malicay, 2023; Гаврилюк, 2024). The concept of soft skills lacks
a clear definition, scope, measurement tools, and regular education and training (Matteson et al., 2016), which suggests a
contradiction in the widespread acceptance of the term, as precise definitions and methodologies are still emerging (Rubin et
al., 2014). The term "soft skills" has spread primarily to Western countries; however, research based on Islamic worldviews
applies a different approach. In this context, soft skills are closely associated with moral values and positive behavioral patterns
(Musnandar & Ubaidi, 2022). The importance of soft skills in teamwork is further emphasized by their role in strengthening
reliability, leadership abilities, and coordination, which are key elements of successful team spirit (Ngang et al., 2013; Tang et
al., 2013).
Gender differences, such as communication styles, preferred leadership approaches, and varying strengths, can have a
significant effect on team composition and functioning (Ilias et al., 2012). Employers recognize the importance of soft skills,
but they often place responsibility on applicants if they lack these skills. Additionally, organizational practices such as selection
processes, onboarding programs, and training opportunities play key roles in the development and application of soft skills in
the workplace (Hurrell, 2015). Studies have shown that soft skills contribute to employability, positively impacting career
adaptability and perceptions of employability (Othman et al., 2022; Tavitiyaman et al., 2023). Although soft skills are widely
acknowledged, their importance may be assessed differently across various contexts. For example, in the maritime industry,
problem-solving skills are linked to employees' contextual performance and income (Maria Chala & Bouranta, 2021), whereas
in a Malaysian university setting, problem-solving and teamwork are important for career adaptability, but communication
skills are not highly important (Othman et al., 2022). The COVID-19 pandemic highlighted the importance of adaptability in soft
skills, as teams had to develop new ways of communicating and collaborating in virtual environments (Brennan et al., 2023;
Uzorka et al., 2024).

Multidiscip. Sci. J. (2025) 7:e2025260 Received: September 2, 2024 | Accepted: October 10, 2024
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Soft skills and meta-skills such as stress tolerance, adaptation, self-regulation, and proactivity are closely related and
collectively contribute to effective teamwork and enhance individuals' competitiveness in the labor market (Rovenska et al.,
2023; Varga et al., 2023a; 2023b). Emotional intelligence is essential for the successful application of agile methodologies,
enabling individuals to recognize and manage their own and others' emotions (Kumar & Sharma, 2019). Additionally, effective
communication, successful collaboration, efficient time management, complex problem solving, making well-informed
decisions, applying critical thinking, leadership skills, and creative thinking are crucial (Robiul et al., 2023). These soft skills all
contribute to making agile teams more flexible and better able to adapt to rapidly changing market conditions (Amajuoyi et
al., 2024).
Effective communication and collaboration skills are indispensable for the successful implementation of agile
methodologies, the transformation of organizational culture, and continuous improvement (Chahal, 2023; Sharma et al., 2024;
Daraojimba et al., 2024). For students, interpersonal skills such as emotional intelligence, effective communication,
adaptability, and stress management are crucial not only for academic success but also for social development. These skills
help students better understand themselves and others, collaborate more effectively, and successfully navigate various social
situations (Basu & Mermillod, 2011; Sengkey et al., 2022). Emotional intelligence, which refers to the ability to recognize,
express, and manage emotions, is fundamental to effective communication among students and the development of successful
interpersonal relationships. Emotional intelligence helps students better understand their own and others' feelings, show
empathy, and manage conflicts more effectively (Basu & Mermillod, 2011; Suprayogi et al., 2023). The development of
emotional intelligence and communication skills is key for students, as these abilities enhance learning motivation, foster the
development of leadership skills, and contribute to both academic success and personal growth (Lin & Hsieh, 2021; Li, 2024).
In MBA programs, special emphasis is placed on evaluating interpersonal skills and soft skills during the admission
process (Beenen et al., 2017). To develop students' personal skills, educators need to apply complex and practice-oriented
approaches (Garai-Fodor & Jaeckel, 2022; Garai-Fodor, 2022). Psychosocial role-playing offers an excellent opportunity for
students to practice communication, empathy, active listening, and teamwork skills (Liebrecht & Montenery, 2016). Debate
technologies are another effective method for developing argumentation skills, listening abilities, and persuasive
communication. These practices ensure that students can articulate their positions, understand others' arguments, and
effectively convey their views (Blyznyuk, 2023). Students often find that educators who emphasize the importance of soft skills
pay little attention to developing these skills in practice during lessons (Kniaz & Chukhno, 2021). However, incorporating soft
skills into the curriculum can be particularly beneficial, especially for future educators (Ali, 2022).
Educational institutions can employ various methods to develop students' soft skills. These include project-based
learning, where students work on practical tasks to master teamwork, leadership, and effective communication. Additionally,
tasks aimed at solving real-world problems and active learning forms can significantly contribute to the development of soft
skills. Project-based learning is particularly effective because students gain direct experience in practice (Tejawiani et al., 2023).
Moreover, volunteering or the use of situational exercises can also enhance these skills (Kochubey & Tkachuk, 2021; Uvarina
et al., 2022). The relationship between soft and hard skills is not always clear, and active learning methods do not necessarily
develop personal skills (Betti et al., 2022). The active involvement of students in the learning process, encouragement of
democratic dialog, expression of empathy, and recognition are essential elements of students' personal development. By
becoming active participants in their own learning and having the opportunity to express their opinions, students internalize
democratic values and develop empathy toward their peers, significantly enhancing their soft skills as well (Emawati et al.,
2020).
Educational institutions typically place strong emphasis on developing academic skills but focus less on the development
of soft skills, despite their important role in enhancing students' employability in the labor market as future employees (Betti
et al., 2022; Karl et al., 2024; Rajcsányi-Molnár et al., 2024). The development of soft skills is not only the responsibility of
educational institutions but also of students themselves, who can indirectly foster the development of these skills through
extracurricular tasks and activities (Khasanzyanova, 2017; Zhukova & Kosogova, 2020). Some studies suggest that soft skills
cannot be acquired solely through traditional training programs or school education but rather through a combination of
education, work, and life experiences (Srivastava & Kuri, 2020).
2. Materials and methods
For this research, a quantitative sample collected through an online survey in Hungary during Q2 and Q3 of 2024 was
used. To comply with the current data protection regulations (such as the GDPR), the questionnaire was created in a completely
anonymous format, pretested, and standardized. Data collection, which utilized the snowball sampling method, resulted in 948
responses. Responses with "I do not know/not answer" were excluded from the analysis. The target group of the questionnaire
consisted of students who are currently pursuing their studies in various forms and fields of education. The questionnaire also
allowed individuals who had already completed their studies to respond, and their data were considered relevant. The survey
was distributed across various education-related forums, social media groups, and mailing lists with the assistance of university
student governments.

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The following software tools were used for the preparation of the questionnaire, data collection, planning, and statistical
calculations: Google Forms and Google Sheets available in the Google Drive system, Microsoft Excel, and IBM SPSS. The
statistical analyses applied included descriptive statistics, histogram and distribution curves, correlation and regression
analyses, simple variance analysis (one-way ANOVA), the associated Tukey HSD post hoc test, independent samples t test,
Levene's test for equality of variances, and Cohen's d effect size calculation.
3. Results and discussion
Schulz (2008) drew attention to the importance of soft skills almost 15 years ago, drawing attention to the role of
education in the process, and in his work he listed these skills as creativity, negotiation skills, teamwork skills, cultural
sensitivity, conflict management among other important skills. The issues described in this work have become even more
relevant today, and the changes of the 2020s have drawn attention to them. Majid and co-authors conducted a similar study
in 2012 with 188 respondents, highlighting the importance of teamwork, problem and time management, and decision-making
skills, among others. De Campos and co-authors (2020) focused on the importance of the engineering-technical domain in their
secondary research. In the present work, we undertake to carry out a soft skills survey in a slightly different guise along the
Hungarian context, based on the results of a primary survey of 910 respondents in 2024.
The vast majority of the respondents agreed that group tasks contribute to the development of teamwork and soft
communication skills (Table 1).

Table 1 Descriptive statistics: group tasks help develop soft skills.

N Mean Median Mode Std. Deviation Variance
910 3,33 4,00 4 0,819 0,671
Source: own research, N=910, 2024Q3.

The mean is 3.33, while the median and mode are both 4, and the most common response is also a value of 4. More
than half of the respondents, 51.9%, fully agree with this statement, whereas an additional 33.2% somewhat agree. The
standard deviation is relatively low (0.819), indicating that there is not much variation among the responses, meaning that the
opinions are relatively homogeneous.
The normal distribution curve fits the histogram data and shows that most of the data cluster around the central values.
The curve skews to the right, indicating that the data are positively skewed. This aligns with the fact that the majority of
respondents provided positive evaluations (Figure 1).

Figure 1 Histogram and normal distribution curve: group tasks help develop soft skills .
Source: own research, IBM SPSS, N=910, 2024Q3.

3.1. Demographic and educational characteristics

The distribution of the sample based on the descriptive table of the analysis of variance is shown in Table 2. The
examination of different age groups and the development of soft skills was conducted via one-way ANOVA shown in Table 3.
Table 2 Descriptive statistics: Age group and soft skills development through tasks.
Groups N Mean Std. Deviation
Young (< 22 year) 498 3,33 0,785
Young adult (22-30 year) 260 3,25 0,897
Adult (31 < year) 152 3,49 0,772
Source: own research, N=910, 2024Q3.

The results indicate (F=4.176, Sig=0.016) that there is a statistically significant difference between different age groups
in terms of the dependent variable regarding how useful they find group tasks for developing teamwork and communication
skills.

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Table 3 ANOVA: Age group and soft skills development through tasks.
Sum of Squares df Mean Square F Sig.
Between Groups 5,564 2 2,782
Within Groups 604,212 907 0,666 4,176 0,016
Total 609,776 909
Source: own research, N=909, 2024Q3.

However, the Tukey post hoc test revealed that the differences between specific age groups were not significant. The
differences between males and females were examined via an independent samples t test.
• Males: N=376, Mean=3.31, Standard Deviation=0.808
• Females: N=512, Mean=3.39, Standard Deviation=0.779
The results indicate that there is no significant difference (Sig=0.134) between males and females in how useful they
find group tasks for developing teamwork and communication skills. The difference, both in terms of averages and effect size,
is very small and not significant. Similarly, the independent samples t test for the mode of study did not yield significant results
(sig=0.758).
• Daytime program: N=644, Mean=3.31, Standard deviation=0.818
• Other programs: N=266, Mean=3.38, Standard Deviation=0.821
Although we assumed that differences might be observed in the development of soft skills on the basis of the level of
study, it can be noted from the averages that as the level of study increases, the average values slightly increase (Table 4). This
may suggest that participants in higher-level programs somewhat more strongly agree that group tasks help develop their
teamwork and communication skills.
Table 4 Descriptive statistics: Educational level and soft skills development.
Groups N Mean Std. Deviation
Secondary school/High school 116 3,21 0,786
Nondegree program 340 3,33 0,826
Bachelor's degree program 360 3,37 0,81
Postgraduate programs 94 3,36 0,866
Source: own research, N=910, 2024Q3.

The ANOVA results revealed that there was no statistically significant difference between the different levels of study
(sig=0.324). However, regarding whether there is a significant difference between students in different academic years (1st
year, 2nd year, etc.), the results have been obtained.
The averages indicate that first-year students have the highest rating, which then decreases in the following years and
then increases again by the end of the program (Table 5). In the 5th year, the rating decreases (this is typically the year for
students who are unable to complete the program according to the standard curriculum).
Table 5 Descriptive statistics: Academic year and soft skills development.
Groups N Mean Std. Deviation
1st year (1-2 semesters) 360 3,44 0,702
2nd year (3-4 semesters) 142 3,04 0,944
3rd year (5-6 semesters) 98 3,33 0,822
4th year (7-8 semesters) 72 3,42 0,835
5th year and beyond (9-10 semesters or more) 64 3,03 0,925
Completed 174 3,41 0,812
Source: own research, N=910, 2024Q3.

The ANOVA results revealed that there was a significant difference between the different academic years (F=7.390,
Sig=0.00). According to the Tukey post hoc test, the most significant differences are found between first-year students and
those in subsequent years. First-year students rate the usefulness of group tasks in developing soft skills more highly (Table 6).
Table 6 ANOVA: Soft skill development through tasks and the evolution of team assignments.
Sum of Squares df Mean Square F Sig.
Between Groups 23,945 5 4,789
Within Groups 585,831 904 0,648 7,390 0,000
Total 609,776 909
Source: own research, N=909, 2024Q3.

3.2. Statistics on group tasks

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In general, those who prefer group tasks have an average rating of 2.83 (standard deviation=0.932). The correlation
analysis with soft-skill development revealed a significant (Sig=0.000) moderately strong positive correlation between the two
variables (correlation coefficient=0.349) (Table 7).
Table 7 Correlation examination between soft skill development through tasks and preference for group tasks.
Soft skill development Preference for group tasks
Pearson Correlation 1 0,349
Soft skill development Sig. (2-tailed) 0,000
N 910 910
Pearson Correlation 0,349 1
Preference for group tasks Sig. (2-tailed) 0,000
N 910 948
Source: own research, N=910, 2024Q3.

The related regression test revealed (R=0.122, R²=0.121, F=125.953, Sig.=0.000, B=0.312) that the independent variable
explained 12.2% of the variance in the dependent variable. Overall, these findings indicate that those who have a stronger
preference for group tasks are more likely to rate the effectiveness of group tasks in developing soft skills more highly. The
survey categorized team assignments during group tasks into two groups (Table 8):
Table 8 Descriptive statistics: Team assignments and soft skills development.
N Mean Std. Deviation
If I choose my own team members 732 3,37 0,800
If I am assigned to a team (e.g., by the instructor) 132 3,15 0,895
Source: own research, N=864, 2024Q3.

According to Levene’s test, the significance value (Sig=0.340) is greater than 0.05, so we can assume that the variances
of the two groups do not differ significantly. Therefore, the independent samples t test was evaluated under the assumption
of equal variances. The results indicate (t=2.891, Sig. 2-tailed=0.004, Cohen’s d=0.273) that there is a significant difference in
team assignment preferences regarding the perceived usefulness of group tasks. Students who can choose their own team
members rate the impact of group tasks on teamwork and communication soft skills significantly more positively than those
who are assigned to a team (Table 9). One-way ANOVA was used to analyze the general trends in team composition across
semesters (Table 10).
Table 9 Descriptive statistics: Team composition evolution and soft skills development.
N Mean Std. Deviation
We work in the same team in every course/subject. 88 3,20 0,924
We mostly work in the same team. 422 3,46 0,756
We work with a different team less frequently. 96 3,10 0,900
There are different teams for each course/subject. 236 3,27 0,811
Source: own research, N=842, 2024Q3.

Table 10 ANOVA: Soft skill development through tasks and the evolution of team assignments.
Sum of Squares df Mean Square F Sig.
Between Groups 14,119 3 4,706 7,214 0,000
Within Groups 546,736 838 0,652
Source: own research, N=842, 2024Q3.

With the Tukey post hoc test included, a significant difference can be observed between the following group pairs: "We
work on the same team for every course/subject" and "We mostly work on the same team" groups, where those who mostly
work on the same team rate soft skill development higher. A significant difference is also observed between the "We work on
the same team for every course/subject" and "We work on different teams for each course/subject" groups. Respondents who
have some variation in team composition but do not work with completely different teams each time evaluate the effectiveness
of group tasks in developing soft skills more positively. This suggests that a stable but not rigidly fixed team composition may
favor soft skill development, as respondents can better utilize the opportunities inherent in group dynamics. According to the
respondents, teams managed to improve during group tasks, with an average score of 3.04 (N=948, SD=0.697). A correlation
analysis with soft-skill development indicates a moderately strong positive correlation between the two variables.
According to the regression test (R=0.301, R²=0.091, F=90.393, Sig.=0.000, B=0.355), although the explanatory power of
the model is relatively low (9.1%), the effect of the independent variable is statistically significant. Those who believe that their
team improved during collaborative work are more likely to positively evaluate the development of soft skills.
3.3. Statistics related to the school and instructor

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A correlation analysis was conducted between the variables "The school should develop my teamwork-related soft
skills" and the development of soft skills through group tasks (Table 11).
Table 11 Correlation examination between soft-skill development and team development.
Group tasks are helpful Team development
Pearson Correlation 1 0,301
Group tasks are helpful Sig. (2-tailed) 0,000
N 910 910
Team development Pearson Correlation 0,301 1
Sig. (2-tailed) 0,000
N 910 948
Source: own research, N=910, 2024Q3.

With the regression test included (R=0.141, R²=0.020, F=17.840, Sig.=0.000, B=0.128), the results indicate that the
variable "The school should develop my teamwork-related soft skills" has a significant but very weak effect on how respondents
evaluate the effectiveness of group tasks in developing teamwork and communication soft skills (Tablw 12). Although the
relationship is statistically significant, the explanatory power is very low. A correlation analysis was conducted between the
variables "Instructors should help develop my teamwork-related soft skills" and the development of soft skills through group
tasks.
Table 12 Correlation examination between soft skill development through tasks and soft skill development provided by the school.
Group tasks are helpful The school should be given help
Pearson Correlation 1 0,141
Group tasks are helpful Sig. (2-tailed) 0,000
N 910 886
Pearson Correlation 0,141 1
The school should be given help Sig. (2-tailed) 0,000
N 886 920
Source: own research, N=910, 2024Q3.

With the regression test included (R=0.155, R²=0.024, F=21.886, Sig.=0.000, B=0.145), the results indicate that the
variable "Instructors should help develop my teamwork-related soft skills" has a significant but very weak effect on how
respondents evaluate the effectiveness of group tasks in developing teamwork and communication soft skills (Table 13).
Although the relationship is statistically significant, the explanatory power is very low. The last analysis pertained to the number
of tasks.
Table 13 Correlation examination between soft skill development through tasks and development facilitated by the instructor.
Group tasks are helpful The instructor should be given help
Pearson Correlation 1 0,155
Group tasks are helpful Sig. (2-tailed) 0,000
N 910 894
Pearson Correlation 0,155 1
The instructor should be given help Sig. (2-tailed) 0,000
N 894 928
Source: own research, N=910, 2024Q3.

The results indicate that the variable "schools should incorporate more group tasks into the curriculum" has a significant
effect on how respondents evaluate the effectiveness of group tasks in developing teamwork and communication soft skills.
The explanatory power of the model is moderate (R=0.343, R²=0.117, F=117.807, Sig.=0.000, B=0.279) but significant, indicating
that support for the introduction of group tasks in schools is an important factor in the perception of the development of these
skills (Table 14).
Table 14 Correlation examination between soft skill development through tasks and the number of tasks.
Group tasks are helpful More tasks are needed
Pearson Correlation 1 0,343
Group tasks are helpful Sig. (2-tailed) 0,000
N 910 888
Pearson Correlation 0,343 1
More tasks are needed Sig. (2-tailed) 0,000
N 888 920
Source: own research, N=910, 2024Q3.

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4. Conclusion
On the basis of these results, it may be worth considering the increased incorporation of group tasks into the school
curriculum, as this could increase the effectiveness of developing students' communication and soft skills and designing group
tasks that specifically focus on teamwork development. Students should be encouraged and assisted in self-organization, as
they can work more effectively in teams they assemble themselves rather than being assigned to a team they do not prefer.
However, it is important to ensure that teams change or cooperate with each other to a certain extent for better development.
A certain level of variety can have a positive effect on the development of students' soft skills. It may be beneficial to design
educational programs that allow for occasional changes in team composition. Instructors and the school need to monitor team
dynamics and support the development of teamwork, as these factors collectively contribute to the enhancement of soft skills,
regardless of the level of education. It is not only first-year students who should be focused on when working in teams, as initial
enthusiasm may wane in the following years. This is where increased attention from the school and the instructor to external
influences can come into play.
Ethical considerations
Not applicable.
Conflict of Interest
The authors declare no conflicts of interest.
Funding
This research did not receive any financial support.
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