From the classroom to the workplace: fragility at the core of the educational system

Abstract

This essay analyzes the gap between technical instruction and soft skills development in academic training, particularly within the educational and healthcare sectors, where such insufficiency increases fragility in the face of complex and uncertain labor contexts. From a historical-critical perspective, it examines how education has transitioned from ideals of holistic formation toward fragmented and productivist models, centered on technical know-how with less attention to the subject's emotional, ethical, and relational 65 dimensions. Methodologically, the work is grounded in an interpretive paradigm with a critical-documentary and hermeneutic orientation, supported by a theoretical triangulation that articulates contributions from authors such as Nassim Taleb, Robert Castel, Marie-France Hirigoyen, and the WHO. The analysis reveals that occupational fragility is not an individual defect, but rather a condition derived from incomplete formative processes and unhealthy organizational environments. Within this framework, fragility is configured as a predisposing factor for Burnout Syndrome, understood as a multidimensional process of physical, emotional, and mental exhaustion. It concludes that it is essential to systematically incorporate soft, socio-emotional, and ethical competencies across all educational levels to strengthen adaptability, subjective well- being, and the human sustainability of professional practice while mitigating fragility.