This article examines the complex relationship between artificial intelligence and the cultivation of high school students’ soft skills. The research aims to explore AI’s impact on expectations for students’ social competencies and propose strategies to enhance these skills. Methodologies employed include literature review, questionnaires, statistical evaluation, synthesis, and comparative analysis. Findings indicate that across all surveyed groups – educators, families, employers, and pupils – there is consensus that AI technologies are altering skill requirements for high schoolers. The investigation contributes theoretically by offering fresh insights into soft skills’ significance amid technological advancement and illuminating factors shaping student capability demands. Practically, it presents a framework for nurturing social aptitudes within secondary education. Moreover, the outcomes may inform curriculum design and instructional resources focused on fostering essential interpersonal proficiencies in adolescent learners.