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Aim The purpose of this Systematic Literature Review (SLR) is to define the attributes of Competencies and Capabilities Between Staff and Management (CCBSM) under different definitions, dimensions, antecedents, and consequences. Background Organizations increasingly rely on competencies and capabilities to achieve strategic goals, yet existing research shows several critical gaps. Prior studies highlight a lack of comprehensive strategies, insufficient integrative framework development, and limited methodological diversity for examining organizational dynamics. In addition, practice gaps in human resource management continue to hinder the effective application of these principles in real-world contexts. Addressing these gaps is important not only for advancing theoretical understanding but also for ensuring practical relevance, which underscores the significance of the present study. Introduction In today’s challenging and uncertain economic environment, robust competencies and capabilities are crucial for management to lead staff in achieving business goals. Staff members are often tasked with supporting line functions, indirectly contributing to the organization’s success. The effectiveness of these roles depends on the competencies and capabilities of both staff and management, which this review investigates through an analysis of existing literature.√. Design The SLR is designed to synthesize research on CCBSM, where the search methodology is conducted in academic databases (Science Direct, Springer, Emerald, AOM, Wiley Online Library, and Taylor & Francis) and other publication database sources (Google Scholar, FT50, WoS, Free-Full-PDF site) under the guidelines of the PRISMA protocol over the period of 2010 to 2022. The inclusion criteria focused on relevant articles in English from high-impact journals, while excluding non-research reports and studies outside the domain of competencies and capabilities.√. Findings The findings reveal a complex landscape of CCBSM in terms of definitions, dimensions, antecedents, and consequences. The attributes of CCBSM in organizations comprise communication and engagement, execution of trust building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view. Antecedents to CCBSM in an organization involve decision-making, risk taking, self-management, team building, coordination, staff training and education, support organization routines, changes to policy and the mission statement, types of theoretical models, and evaluation measures. Consequences contain personal factors, professional factors, staff outcomes, organizational outcomes, and financial outcomes. √. Discussion The review highlights the importance of effective communication, engagement, execution of trust-building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view as the key dimensions of CCBSM. These dimensions are critical in shaping the competencies and capabilities of staff and management, which in turn impact the overall performance of the organization. √. Conclusion and implications for organizations The study highlights the importance of various dimensions of CCBSM, including communication, engagement, trust-building, professional and technical expertise, leadership, and a resource-based view. These dimensions are critical in shaping the competencies and capabilities of staff and management, which impact organizational performance. √This study contributes by developing an evidence-based framework that enables organizations to adopt a more strategic approach to staff and management development within the CCBSM context. The framework emphasizes targeted investment in competencies, the cultivation of a supportive organizational culture, and the promotion of continuous learning and innovation, thereby advancing both theoretical understanding and practical application in organizational settings. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

Social and emotional learning (SEL) builds key life skills. These include self-control, empathy, and good choices (Collaborative for Academic, Social, and Emotional Learning (CASEL), 2024). This study explores SEL skills in Australian apprentices’ workplace training. It focuses on relationships and how people interact. This research used 144 surveys and 31 interviews with indentured apprentices across various trades at an Australian vocational training college. The study emphasises the importance of Social intelligence (SEL) in apprentice training. The findings of the survey revealed that apprentices have high self-awareness but lack self-management skills. The thematic analysis suggests prioritizing planning and organisational skills to enhance interpersonal abilities. Assessing SEL competencies could inform the improvement of training quality. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Background/purpose. Innovative thinking and meta-skills are needed to solve difficult problems in the 21st century, but standard training techniques often fail. The fact that only 6% of pupils are innovative thinkers highlights a major educational gap. The GENICS learning approach (Grouping, Exploring, Discussion, Individual Activity, Combining, Sharing) is contrasted to Problem-Based Learning (PBL) in tailored instruction to improve these skills. Materials/methods. A quasi-experimental approach with pretest-posttest control groups was used with 432 Grade X students from SMA Negeri 5 Jambi City. The experimental group (n=36) used GENICS while the control group (n=36) used PBL. Validated essay tests and observation sheets assessed creative thinking (fluency, flexibility, originality, elaboration) and meta-skills (self-management, social intelligence, invention). Methods included descriptive statistics, MANCOVA, and effect size estimations. Results. The GENICS learning model improved creative thinking by 93.48% and meta-skills by 26.78%, outperforming PBL by 56.42% and 4.70%, respectively. Elaboration (153.49%), originality (116.77%), critical thinking (44.37%), and empathy (35.26%) improved. GENICS showed superior efficacy with a medium effect size (η2 = 0.097, p = 0.036) in multivariate tests. Conclusion. The GENICS model's structured yet flexible stages use differentiated learning ideas that exceed PBL for cognitive and non-cognitive skills. Complete 21st-century skill development is provided by the tiered system, especially the Combining and Sharing stages that encourage collaborative elaboration. Findings suggest curriculum designers should use differentiated models. Single-school and short interventions are drawbacks. Examine GENICS' effects on emotional intelligence, retention, and scalability in education. Study emphasizes systematic instructional design for mixed classes. © The Author(s), 2025.

This study investigates the role of soft skills, particularly self-discipline, communication skills, interpersonal relationships and the over-optimism, in the post-college transitions of HVET students in China. The primary objective was to explore how these competencies influence students’ ability to navigate employment and further education trajectories. The research adopted a longitudinal qualitative methodology, including interviews during 15 months with 26 HVET graduates who took different post-college pathways: the school-to-work transition and the college-to-university transition. Data were collected through follow-up semi-structured interviews to capture participants’ lived experiences, challenges, and strategies in managing interpersonal relationships, setting post-college goals, and adapting to new environments. The study highlighted the pivotal role of soft skills, particularly self-discipline and emotional intelligence, in facilitating HVET students’ post-college transitions. Self-discipline supported effective goal-setting and perseverance, while Emotional intelligence (EI) fostered better communication and conflict resolution, easing workplace integration. Conversely, low self-regulation and over-optimism led to unrealistic expectations, contributing to challenges during the transition. The findings suggest that enhancing soft skills training, with a focus on self-regulation and emotional management, is crucial for improving transition outcomes and helping students navigate the complexities of entering the workforce. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose – This study intends to promote social sustainability by addressing the shifting skill expectations for recent graduates in response to changing employer demands within the industry 5.0 framework. It tries to identify the best combination of socially sustainable skills that will improve graduates' employability and align them with industry expectations. Design/methodology/approach – This study analyses data obtained from 187 industry experts using an exploratory method and Structural Equation Modelling with AMOS software. Confirmatory Factor Analysis is used to validate seven unique socially sustainable components, which are then examined using a route model to determine their relationship to overall graduate employability (OGE). Findings – The study highlights the skills and competences that have a major impact on graduate success in a labour market that is changing quickly by identifying seven important socially sustainable characteristics that influence OGE within Industry 5.0. The results show that employability is positively impacted by analytical, cognitive, leadership, self-efficacy and technology abilities (with an emphasis on social sustainability). Emotional intelligence and decision-making abilities, with a focus on social sustainability, have little influence, nevertheless. Research limitations/implications – By highlighting the complex role of emotional intelligence and decision-making abilities in employability from a social sustainability perspective, this study challenges conventional viewpoints and advances the theoretical understanding of socially sustainable employability within Industry 5.0. Practical implications – The results offer businesses and higher education institutions (HEIs) with practical advice on how to improve social sustainability in the workforce. Employers can modify hiring and personnel management practices to match the competences most valued in Industry 5.0, while HEIs can modify their curricula to concentrate on the most significant employable skills. A workforce that is not only technically skilled but also socially conscious and flexible enough to meet new industrial problems is fostered by this alignment. Originality/value – This research will be highly valuable to the higher education institutes, universities, students, faculty members, government who is making the policies. © 2025 Emerald Publishing Limited

This study investigates business students' perceptions in the United Arab Emirates (UAE) regarding their job readiness as they approach graduation. Recognizing the critical role of soft skills in securing employment, the research aims to evaluate the preparedness of UAE graduates for the competitive job market. A survey was carried out among 156 senior business students from various UAE universities, resulting in 90 usable responses. Quantitative analysis using statistical methods revealed that students prioritize communication, adaptability, cultural intelligence, and problem-solving as essential for securing entry-level positions. While participants expressed confidence in their academic and teamwork abilities, they identified creativity, innovation, and effective conflict resolution areas needing improvement. Additionally, the findings emphasize the significance of lifelong learning in navigating the UAE’s dynamic economy. This research provides actionable insights to align educational curricula with industry needs and better prepare graduates for the workforce. ©2025 IEEE.

In today’s modern education system, it is not only professional knowledge and technical skills that are of importance, but also the development of universal competencies known as soft skills—such as communication, collaboration, critical thinking, creativity, and emotional intelligence. The STEM (Science, Technology, Engineering, and Mathematics) education model not only enhances learners’ research capabilities but also provides ample opportunities to foster their soft skills. Accordingly, there is a growing need to systematically analyze effective strategies for developing these skills within STEM learning environments. The aim of this study is to assess the characteristics of soft skills development in STEM education settings through a meta-analysis approach. Based on research conducted across various educational levels, the study seeks to identify key factors influencing the development of these skills and scientifically justify the relationship between soft skills and STEM components. This study includes a systematic review of international and domestic scientific articles, empirical studies, and intervention projects published between 2015 and 2025. The meta-analysis was conducted in accordance with the PRISMA methodology. Review criteria included the types of soft skills and their connection to STEM methodologies. For statistical processing, the software Comprehensive Meta-Analysis 4.0 was utilized. The effectiveness of developing soft skills in STEM education was demonstrated through meta-analysis and empirical research. The meta-analysis revealed that STEM-based interventions have a positive impact on the development of soft skills (Hedges’ g = 0.813, p = 0.007). The findings showed that STEM methods are highly effective in fostering soft skills such as communication, teamwork, problem-solving, and critical thinking. The results of this research confirm that the systematic integration of soft skills development into STEM education is a powerful strategy for ensuring the professional and social adaptation of future specialists. © © 2025 Rizakhojayeva, Ramankulov, Akeshova, Nurizinova, Tuyakov and Abdrakhmanov.

Teachers’ competence in improving education quality is essential, especially in remote areas like Tojo Una-Una, Central Sulawesi. There are some unique challenges for teachers in that region: low access to educational resources and low professional support. Both work motivation and emotional intelligence have been identified as influencing competencies among teachers, but not much research is still exploring this context of remote areas. The present study will discuss the existing literature that evaluated work motivation and emotional intelligence’s impact on teacher competencies in remote areas concerning identifying factors that could optimise such competencies in challenging geographical conditions. This study adopts an SLR strategy so that pertinent literature is sourced, examined, and synthesised to construct a broad and meaningful perception. The selection process includes scanning the title, abstract, and published work in a reputable journal. The research results indicate that work motivation and emotional intelligence significantly impact teacher competence, specifically in the hinterlands. Significant work motivation and robust emotional intelligence produce an even higher synergistic effect than the two dimensions working individually. In conclusion, developing teacher training programs in remote areas should improve work motivation and emotional intelligence, contributing to a better quality of education in the region. © © The Author(s) 2025.