his study aimed to: 1) investigate the factors influencing the development of students’ soft skills through the Social Engineering Process, 2) develop a model to enhance students’ soft skills through the Social Engineering Process, and 3) assess students’ soft skills through the Social Engineering Process. The research sample comprised: 1) six deputy deans of student affairs and sixty students who participated in a workshop designed to develop students through the Social Engineering Process in the 2022 academic year, 2) twelve instructors teaching the Self-Development with SATI and Social Engineering Program in the first semester of 2023, and 3) sixty students enrolled in the Self-Development with SATI and Social Engineering Program in the second semester of 2023, divided into two groups. Research instruments included: 1) a PLC meeting minutes form for factor analysis, 2) a focus group meeting minutes form, and 3) a student soft skills assessment form based on the Social Engineering Process. The research findings were as follows: 1. Influencing Factors: These were categorized into three stages. The pre-activity stage included collaboratively designing learning activities aligned with specific learning outcomes, teacher training to understand learner development in relation to these outcomes, teacher meetings to review media for learning activities, and budget allocation. During activity implementation, influencing factors comprised teacher meetings to share knowledge on activity execution, the use of measurement tools and evaluation criteria, and coordinating/planning student field visits. Post-activity factors included reflective meetings on teaching and learning management outcomes and teacher upskilling/reskilling training. 2.Model Development: The process of developing a model to enhance students' soft skills through the Social Engineering Process was divided into three stages. The pre-activity phase involved designing teaching and learning management, personnel preparation, and budgeting. The activity implementation stage encompassed organizing teaching and learning activities, measurement and evaluation, and data management. Post-activity, the focus was on reviewing operational outcomes to inform process improvements for future iterations. 3. Student Soft Skills Evaluation: Results indicated a significant difference (p > 0.05) in students' social engineering skills between pre- and post-intervention, specifically in logical thinking, communication, teamwork, and community innovation skills.