Considering the growing significance of non-technical skills such as communication, teamwork, and adaptability for 21st-century educators, this research explores the effectiveness of project-based learning (PBL) in fostering these competencies. This study examines the development of soft skills in pre-service primary education would-be teachers through a project-based learning (PBL) intervention using the emerging technology (artificial intelligence AI) tools within a Music in Primary Education course. A qualitative exploratory approach was adopted to collect data from 49 participants and data analysis was performed using ATLAS.ti7. Four researchers independently coded the data and then consolidated their code maps to achieve a 97% consensus. Both inductive and deductive analysis were applied to analyze the experiences of 49 students over two sessions. The findings highlight PBL's transformative potential in developing essential soft skills, shifting students from passive recipients to active content creators. Notably, autonomy, self-confidence, commitment, resilience, empathy, and problem-solving abilities were significantly enhanced through collaborative tasks and reflective practices. Students reported increased motivation, improved teamwork, and a deeper understanding of the interplay between hard and soft skills. This research advocates for a holistic competency framework in teacher training that integrates technical proficiency with socio-emotional intelligence, aligning with frameworks such as UNESCO's Education 2030. It emphasizes the need for teaching models that harness digital tools to promote innovation, collaboration, and critical thinking, preparing future educators for increasingly dynamic and digital classrooms.