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Even in technology-driven fields, creativity, problem solving and emotional intelligence are critical to ensure that innovation translates into real economic and social value. The accelerating development of generative AI and related technologies magnifies this urgency. Technological investments alone will not deliver productivity gains or economic returns. Machines can process, predict and optimize, but they cannot empathize, inspire or build trust. Human-centric skills are the bridge between technological progress and meaningful organizational and societal outcomes. 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As technology, demographic shifts, the green transition and geoeconomic uncertainty reshape economies, human-centric skills - innovation, creativity and adaptability - will drive resilience, innovation and growth. Once dismissed as \"soft\", they are now core differentiators for thriving individuals, high-performing organizations and agile economies. Scaled effectively, these skills can deliver gains far beyond individual employability. At the macro level, they are engines of resilience and growth, boosting productivity, sparking innovation and supporting economies to adapt in the face of disruption. They shape how people collaborate, lead, disagree and solve problems, laying the foundation for building trust, social cohesion and inclusion. 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Care, E., H. Kim, A. Vista & K. Anderson. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Brookings Institution.\n2. Lucas, B. (2022). Creative thinking in schools across the world: A snapshot of progress in 2022. Global Institute of Creative Thinking.\n3. Organisation for Economic Co-operation and Development (OECD). (2024) Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social and Emotional Skills 2023.\n4. Ibid.\n5. Organisation for Economic Co-operation and Development (OECD). (2024) Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social and Emotional Skills 2023; Durlak, J.A. et al. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, vol. 82, no. 1, pp. 405-432.\n6. Organisation for Economic Co-operation and Development (OECD). (2024). PISA 2022 Results (Volume III): Creative Minds, Creative Schools.\n7. Organisation for Economic Co-operation and Development (OECD). (2024). PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life.\n8. Organisation for Economic Co-operation and Development (OECD). (2021). OECD Skills Outlook 2021: Learning for Life.\n9. Organisation for Economic Co-operation and Development (OECD). (2024). PISA 2022 Results (Volume III): Creative Minds, Creative Schools.\n10. Hering, A. & Rojas, A. (2025). AI at Work Report 2025: How GenAI is Rewiring the DNA of Jobs. Indeed Hiring Lab. https://www.hiringlab.org/2025/09/23/ai-at-work-report-2025-how-genai-is-rewiring-the-dna-of-jobs/.\n11. Organisation for Economic Co-operation and Development (OECD). (2024). PISA 2022 Results (Volume III): Creative Minds, Creative Schools.\n12. Heckman, J.J. & T. Kautz. (2012). Hard evidence on soft skills. Labour Economics, vol. 19, no. 4, pp. 451-464.\n13. Holz, N.E., H. Tost & A. Meyer-Linden. (2020). Resilience and the brain: A key role for regulatory circuits linked to social stress and support. Molecular Psychiatry, vol. 25, (Suppl 1), pp. 379-396.\n14. Baiano, C., et al. (2022). Empathy through the Pandemic: Changes of Different Emphatic Dimensions during the COVID-19 Outbreak. International Journal of Environmental Research and Public Health, vol. 19, no. 4, 2435.\n15. Fredrickson, B.L. (2004). The broaden-and-build theory of positive emotions. Philosophical transactions of the royal society of London. Series B: Biological Sciences, vol. 359, no. 1449, pp. 1367-1377.\n16. Heckman, J.J. & T. Kautz. (2012). Hard evidence on soft skills. Labour Economics, vol. 19, no. 4, pp. 451-464; Durlak, J.A. et al. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, vol. 82, no. 1, pp. 405-432.\n17. Newman, A., R. Donohue & N. Eva. (2017). Psychological safety: A systematic review of the literature. Human Resource Management Review, vol. 27, no. 3, pp. 521-535.\n18. Delaney, M.L. & M.A. Royal. (2017). Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies. Industrial and Organizational Psychology, vol. 10, no. 1, pp. 127-140.\n19. World Economic Forum. (2025). The Future of Jobs Report 2025; Workhuman. (2024). Upskill or Stand Still.\n20. Organisation for Economic Co-operation and Development (OECD). (2024) Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social and Emotional Skills 2023; Organisation for Economic Co-operation and Development (OECD). (2023). Schools as Hubs for Social and Emotional Learning: Are Schools and Teachers Ready? OECD Education Spotlights, no. 4.\n21. Risko E.F. & S.J. Gilbert. (2016). Cognitive Offloading. Trends in Cognitive Sciences, vol. 20, no. 9, pp. 676-688; Kosmyna, N., et al. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. arXiv.\n22. Organisation for Economic Co-operation and Development (OECD). (2024) Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social and Emotional Skills 2023; Black, P. & D. Wiliam. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, pp. 7-74.\n23. Reskilling Revolution. (n.d.). Our case studies. 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