ABSTRACT

Purpose: To explore the importance of developing soft skills among future teacher-psychologists for effective organization of psycho diagnostic activities. Methodology: The study utilizes theoretical analysis and practical assessments, including surveys and psycho diagnostic methods, to evaluate the readiness of future teacher-psychologists to implement soft skills in their professional practice. Participants were selected through purposive sampling from two universities, ensuring a representative sample of teacher-psychology students. Quantitative data were analyzed using descriptive and inferential statistics, while thematic analysis was employed for qualitative data. Findings: The results demonstrate that integrating theoretical knowledge with practical skills significantly enhances soft skills development, contributing to better psycho diagnostic practices. Implications for Research and Practice: The findings suggest the need for innovative educational approaches to foster soft skills, emphasizing their role in professional success and adaptation. Educators are encouraged to adopt strategies that combine theoretical grounding with hands-on training. Future studies should investigate diverse educational contexts and methodologies for soft skills development. Limitations include the study’s focus on a specific demographic and lack of longitudinal data.