One effective way to develop these competences is by introducing real-life project simulations into VET programmes. Learners can be placed in small teams and given a realistic construction scenario, such as planning and completing a simple building project within a fixed budget and deadline. Each participant can take on a different role, for example site coordinator, safety responsible person or team member in charge of materials. Throughout the process, students naturally need to communicate with each other, coordinate tasks, and make joint decisions. Unexpected challenges can also be introduced, such as delays in materials or changes in project requirements, which forces the team to adapt and solve problems together.

What makes this approach particularly valuable is that soft skills are not taught in isolation but developed in practice. Communication becomes part of everyday teamwork, leadership emerges when students take responsibility for decisions, and problem-solving happens in real time rather than in theory.

After completing the project, reflection is also very important, as it allows learners to discuss their experience, analyse what worked well, and consider how cooperation and communication could be improved in the future. In this way, VET programmes can better prepare learners for real working environments, where success depends not only on technical knowledge but also on the ability to collaborate, adapt and communicate effectively with others.