The objectives of this paper are to structure and discuss the main soft skills that have an impact on the employability in the Engineering field, aiming to fill the gap between education and job market in the STEM field. A systematized literature review (SLR) on Humanities and Engineering Education of 2638 articles showed that the most important soft skills for the employability of engineers can be grouped into six main groups: Problem Solving and Critical Thinking, Communication, Team Work, Ethical Perspective, Emotional Intelligence and Creative Thinking. The definition and relation between these skills and Engineering work are explored within the present work, concluding with a reflection about fresh graduate Engineers and their readiness for the job market.

The aim of this study was to understand and compare the expectation and perception of 40 engineering employers regarding the soft skills in Engineers. The most important soft skills for an Engineering professional, identified through a systematic bibliographic review, were arranged into six groups, as follows: critical thinking, creative thinking, communication, teamwork, ethical perspective and emotional intelligence. The chosen methodology for data analysis was a fuzzy logic, in order to preserve the subjectivity inherent to soft skill. Forty psychologists were also interviewed and the delphi method was used to include their perceptions between soft skills for calibration of the fuzzyTECH software. The results obtained with the fuzzyfication of the data revealed that the perception of employers of soft skills in engineering professionals is not inline to their expectations in the scenario they are inserted.

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With the advance of globalization, adopting a holistic perspective, involving the environmental, economic and social spheres is fundamental in the profile of professionals. To ensure employability in this context, it is essential to combine technical skills and Soft Skills (noncognitive skills). In view of this, this work aims to highlight the importance of teaching Professional Ethics in the Engineering course and identify which skills are required in the exercise of this profession. For this purpose, the methodology used corresponds to a systematic review of the literature, covering bibliometric analysis and content analysis, which extends the knowledge about Soft Skills (focusing on Professional Ethics) in the teaching and exercise of Engineering. Finally, the research discusses the results through a framework, classifying the Engineer's skills under environmental, economic, and social scopes. In this way, a holistic and integrative approach is presented, which is fundamental to achieve sustainable development and to ensure the employability of this professional.

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