Más Allá de las Competencias Digitales: Habilidades Sociales en la Formación Profesional Docente para la Educación Postpandemia

Abstract

The post-pandemic context has shown that teacher professional development cannot focus exclusively on technological competencies; it must also integrate social skills that enable educators to respond to contemporary educational challenges. The aim of this essay is to analyze, from an interpretive paradigm and through an analytical documentary review, the need to balance academic and technological skills (hard skills) with social competencies (soft skills) —empathy, effective communication, resilience, adaptability, and emotional intelligence— in teacher education. The analysis shows that the forced transition to virtual modalities during the COVID-19 pandemic exposed limitations in access to technology, connectivity, and digital literacy, as well as insufficient preparation to address students' socioemotional needs; nevertheless, teachers developed innovative strategies that ensured educational continuity and demonstrated that technological proficiency alone is insufficient. In the post-pandemic stage, teacher development requires incorporating emerging pedagogical trends, strengthening continuing professional training, and addressing the emotional effects of the health crisis, supported by approaches such as situated learning and by resources such as virtual and augmented reality. It is concluded that a comprehensive approach to teacher professionalization is essential: one that articulates technological, pedagogical, and social competencies, helps reduce educational gaps, and promotes inclusive, resilient environments centered on human development.