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Developing a Model for Enhancing University Students' Communication and Collaboration Skills through Philosophical Dialogue

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Title: Developing a Model for Enhancing University Students' Communication and Collaboration Skills through Philosophical Dialogue
Language: English
Authors: Thao Van Vi (ORCID 0009-0009-7404-3517)
Source: Education & Training. 2026 68(5):762-776.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Skill Development, Communication Skills, Cooperation, Philosophy, Dialogs (Language), Models, Competence
DOI: 10.1108/ET-01-2026-0126
ISSN: 0040-0912
1758-6127
Abstract: Purpose: This paper aims to develop a conceptual model for the simultaneous enhancement of communication and collaboration competencies among university students through philosophical dialogue. The study seeks to address the fragmentation in soft skills education and the lack of integrated pedagogical designs in contemporary higher education. Design/methodology/approach: This study adopts a qualitative, theory-building research approach. The methodology involves a systematic synthesis of academic literature, the analytical integration of the theoretical traditions of Lipman, Habermas and Freire and the abstraction of these foundations into pedagogical design principles. Findings: The study proposes a dialogue-based competency development model with a three-layer structure--(1) a philosophical foundation layer, (2) a pedagogical implementation layer organized into three dialogic phases and (3) an assessment layer integrating communication, collaboration and critical thinking competencies. The model translates philosophical dialogue from an abstract principle into a pedagogical design that can be systematically organized, implemented and evaluated in higher education. Originality/value: Unlike conventional competency-based education models, this model conceptualizes dialogue as both the means and the criterion for competency development. In doing so, the study offers an integrated pedagogical framework that tightly connects educational philosophy, instructional design and competency assessment in higher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508052
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Thao+Van+Vi%22">Thao Van Vi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7404-3517">0009-0009-7404-3517</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+%26+Training%22"><i>Education & Training</i></searchLink>. 2026 68(5):762-776.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy%22">Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink>
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  Data: Purpose: This paper aims to develop a conceptual model for the simultaneous enhancement of communication and collaboration competencies among university students through philosophical dialogue. The study seeks to address the fragmentation in soft skills education and the lack of integrated pedagogical designs in contemporary higher education. Design/methodology/approach: This study adopts a qualitative, theory-building research approach. The methodology involves a systematic synthesis of academic literature, the analytical integration of the theoretical traditions of Lipman, Habermas and Freire and the abstraction of these foundations into pedagogical design principles. Findings: The study proposes a dialogue-based competency development model with a three-layer structure--(1) a philosophical foundation layer, (2) a pedagogical implementation layer organized into three dialogic phases and (3) an assessment layer integrating communication, collaboration and critical thinking competencies. The model translates philosophical dialogue from an abstract principle into a pedagogical design that can be systematically organized, implemented and evaluated in higher education. Originality/value: Unlike conventional competency-based education models, this model conceptualizes dialogue as both the means and the criterion for competency development. In doing so, the study offers an integrated pedagogical framework that tightly connects educational philosophy, instructional design and competency assessment in higher education.
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