Introduction. Social competence serves as the systemic foundation for successful professional socialization and constitutes a crucial resource for productive interaction within educational, vocational, and communicative contexts. In the system of Vocational Education and Training (VET), the development of social skills acquires particular significance amidst the escalating demands of the labour market and the broadening spectrum of transversal competencies.
Aim. The objective of this study is to compare the perceptions of social competence deficiencies between VET students and educators, to identify areas of convergence and divergence in their assessments, and to determine targeted priorities for pedagogical interventions aimed at developing social skills.
Methods. A comparative descriptive study was conducted using a sample comprising 131 students and 16 educators from the Volokolamsk Agrarian College “Kholmogorka”. Data analysis involved descriptive statistics, ranking procedures, and the calculation of a discrepancy index between the students’ self-assessments and the educators’ expert evaluations.
Results. The findings indicate that during the initial stages of training, deficiencies in emotional regulation and self-motivation are the most pronounced. In the second year of study, challenges related to academic motivation and cognitive flexibility emerge, whereas at the graduation stage, gaps in self-discipline and persuasion skills become prominent. Conversely, educators identify the development of critical thinking, self-motivation, and the ability to operate under conditions of uncertainty as the most problematic areas. The most significant discrepancy in evaluations was observed regarding critical thinking: students rated their proficiency in this area substantially higher than the educators did.
Scientific novelty. The originality of this research lies in juxtaposing students’ self-assessments with the expert evaluations of educators to analyze social competence deficiencies within the VET framework. Furthermore, it contributes by identifying specific areas of consensus and contradiction in their respective perceptions of skill-related challenges.
Practical significance. The findings of this study can be applied within the educational practices of VET institutions to determine priority areas for fostering students’ social competence across various stages of their educational progression.