Teaching with technology is the pillar of online Higher Education pedagogy. However, it remains unclear if and how online teaching practices influence the development of students' soft skills and the role of caring teaching in this process. To address this gap, this study examined the relationship between the domains of the Technological Pedagogical and Content Knowledge (TPACK) model, care, and soft skills in a sample of 307 English as a Foreign Language (EFL) students in three Moroccan HE institutions. Factor-based Partial Least Squares Structural Equation Modelling revealed a significant predictive relationship between TPACK and care and between care and soft skills. The results showed that care fully mediates the relationship between TPACK and soft skills domains. These findings suggest that TPACK and care are important factors in developing students' soft skills in online Higher Education. The study further highlights the importance of a student-centered, active, and affective approach to teaching that aims to develop the student's skills and character as a member of a carer/cared-for relationship. The implications for the design of educational programs and policies are discussed, focusing on the need to incorporate activities promoting soft skills development in subject-matter courses and integrating TPACK and care in teacher education programs. This study provides new insights into the complex relationships between TPACK, care, and soft skills in Higher Education, which could inform future research and practice.