Abstract

In the 21st century, the importance of soft skills has gained unprecedented attention in both education and employment sectors. Communication, teamwork, leadership, adaptability, and problem-solving are increasingly recognized as critical for holistic student development and lifelong success. In the Indian context, adolescents often navigate an education system characterized by exam-centric practices, rote memorization, and limited opportunities for real-world application of knowledge. This has created a pressing need for pedagogical approaches that move beyond academic achievement to encompass skill-building for life and work. Student-centred learning, grounded in constructivist traditions, offers a promising pathway for fostering soft skills in adolescents. By emphasizing personalization, collaboration, active engagement, and reflective practices, it empowers learners to take ownership of their educational journeys while simultaneously cultivating essential interpersonal and intrapersonal abilities. This conceptual paper explores the potential of student-centred learning as a catalyst for soft skills development in our school settings, particularly among secondary-level learners. Drawing on international research, theoretical frameworks, and national educational policies such as the National Education Policy (NEP) 2020, the paper establishes a framework that connects personalized and participatory learning with the cultivation of communication, leadership, and teamwork skills. The discussion highlights pedagogical strategies, implications for teachers and policymakers, and challenges in implementing student-centred approaches in Indian classrooms. It argues that empowering adolescents through such models can transform not only academic learning but also equip students with the resilience and competencies necessary to thrive in an increasingly complex and interconnected world.

Keywords: Student-centred learning; soft skills; adolescents; personalization