Identifying Power Skills and Negotiation Competencies in Secondary Education Students: The Integrado Educational Institution in Cómbita

Abstract

The personal development of young secondary school students is essential for their social integration and professional success. In this regard, the inclusion of soft skills in the educational process has become increasingly important. However, these skills are not always formally addressed within the curriculum. The objective of this study, therefore, was to identify training needs in power skills and negotiation competencies among tenth- and eleventh-grade students at the Integrado Educational Institution in Cómbita, with the aim of designing a relevant educational module. The research followed  a quantitative and descriptive approach, employing structured surveys administered to all tenth- and eleventh-grade students, as well as to grade directors, academic coordinators, and counselors at the institution. The findings indicate thar while students demonstrate moderate development of skills such as teamwork, they show significant weaknesses in negotiation and conflict resolution. Teachers, on the other hand, perceive limited development in core areas such as leadership and communication. This divergence underscores the importance of designing and implementing a training module that strengthens soft skills through practical strategies—simulations and role-playing activities—fostering more intentional and collaborative learning aligned with the demands of contemporary social and professional environment.