The Survival Narrative as a Pedagogical Model: Jules Verne’s Two Years’ Vacation and the Development of Soft Skills

Abstract

This study examines Jules Verne’s novel Two Years’ Vacation as a narrative framework for the development of soft skills within contemporary educational contexts. Its aim is to highlight the ways in which literary narrative can contribute to the cultivation of skills such as collaboration, decision-making and problem-solving. The methodology is based on qualitative analysis of selected excerpts from the novel, focusing on character interactions and the conditions of survival constructed within the narrative environment. The findings indicate that the narrative functions as a dynamic space of social organization, where forms of cooperation, leadership and crisis management emerge. At the same time, readers’ engagement with such narrative situations enhances meaning-making processes and supports the development of cognitive and social skills. Therefore, Verne’s work can be approached as a pedagogical tool that fosters meaningful learning experiences, moving beyond knowledge transmission toward the holistic development of the learner.