Technical and Soft Skills Preparedness of Electrical Technology Students for Industry Immersion
Dustin Lloyd D. Gabriel *
Mariano Marcos State University – Laoag Campus, Laoag City 2900, Ilocos Norte, Philippines.
Byron Joseph A. Hallar
Mariano Marcos State University – Laoag Campus, Laoag City 2900, Ilocos Norte, Philippines.
Jasper Kim M. Rabago
Mariano Marcos State University – Laoag Campus, Laoag City 2900, Ilocos Norte, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to examine the technical and soft skills preparedness of Bachelor of Science in Industrial Technology students majoring in Electrical Technology for their upcoming industry immersion. Using a descriptive research design, the study purposively sampled 43 second-year students from a university in Northern Philippines offering technical courses. Data was collected through a validated survey questionnaire assessing students’ competencies in technical domains—tools and equipment handling, electrical installation, technical knowledge, safety compliance, troubleshooting—and soft skills including communication, teamwork, time management, problem-solving, and professionalism, rated on a 4-point Likert scale. Results revealed that students exhibited a very high level of preparedness overall, with the highest mean scores in electrical installation (3.70) and tools handling (3.67) among technical skills, and professionalism (3.67) and teamwork (3.60) among soft skills, while lower preparedness was noted in troubleshooting (3.23) and communication (3.12). Findings suggest that the program’s outcomes-based and experiential learning strategies effectively integrate theoretical knowledge with hands-on practice, fostering industry-ready graduates. Nevertheless, targeted improvements in technical documentation, complex troubleshooting, communication, and problem-solving skills are recommended to enhance adaptability and workplace effectiveness. The results have practical implications for curriculum reform, highlighting the need for scenario-based exercises, documentation-intensive activities, and advanced troubleshooting modules, as well as strengthened industry partnerships for mentorship and authentic project experiences. By addressing these gaps, technical education programs can better equip students with both the technical and interpersonal competencies essential for professional success, promoting employability, confidence, and adaptability in dynamic industrial environments.
Keywords: Electrical technology, industrial technology, industry immersion, soft skills, technical skills