Abstract
This pilot mixed methods study explores the impact of Human-Empathy Accessibility Learning (HEAL) interventions on soft skills development in undergraduate computing students, emphasizing their role in job readiness and perceived employability. HEAL interventions aimed to enhance accessibility awareness, focusing on motivation, empathy, and emotional intelligence. Participants were assigned to control and experiment groups, with qualitative findings showing empathetic growth in the experiment group. Quantitative results partially supported qualitative findings, indicating statistically significant changes across measures. Despite quantitative limitations, short-term empathy interventions showed potential benefits for job readiness. The study discusses implications of mixed findings and recommends future research directions.
RAS ID
70324
Document Type
Conference Proceeding
Date of Publication
1-1-2024
School
School of Science
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Publisher
UPV Press
Identifier
Eben Afrifa-Yamoah: https://orcid.org/0000-0003-1741-9249
Recommended Citation
Cotler, J., Kiss, E., Burshteyn, D., & Afrifa-Yamoah, E. (2024). Human-Empathy Accessibility Learning (HEAL) intervention model towards critical soft skills development for career readiness among computing undergraduate students. DOI: https://doi.org/10.4995/HEAd24.2024.17323
Comments
Cotler, J., Kiss, E., Burshteyn, D., & Afrifa-Yamoah, E. (2024, June). Human-Empathy Accessibility Learning (HEAL) intervention model towards critical soft skills development for career readiness among computing undergraduate students. In 10th International Conference on Higher Education Advances (HEAd’24). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd24.2024.17323