Life Skills-Based Education Practices and Students’ Skill Development in Pakistan
Main Article Content
Abstract
The present study is quantitative in nature, which aimed to investigate the practices of life skills based education and skill development of the students in selected higher education institutions of Islamabad, Pakistan. A total of 400 students from Quaid-i-Azam University Islamabad, International Islamic University Islamabad and Allama Iqbal Open University Islamabad were selected for the sample. Life Skills based education practices were independent variable and the cognitive, emotional, social and independent skill outcomes were dependent. The data were analyzed using frequency, percentages, mean, standard deviation and correlation coefficient Pearson product-moment. The descriptive data revealed that there were mixed trends in the practices of life skills-based education; high percentages of agreement were found for the following items: Including life skills in assignments; frequent use of life skills activities; University opportunities for applied learning; however, several items related to classroom practice indicated more disagreement. Skill responses in the cognitive and emotional domains were also varied with somewhat higher levels of agreement for judging information and thinking about goals, and somewhat less for identifying consequences and solving academic and everyday problems. There were more positive patterns for the social and/or independent skills, especially for understanding perspectives, respectful interpersonal relationships, leadership confidence and responsibility. The correlation results showed that there were significant positive correlations between the Life skills based education practices with communication skills, decision making skills, problem solving skills and critical thinking. The study ends with the conclusion that life skills education must be integrated in a systematic way in all aspects of the university teaching, using participative learning, applied tasks, reflective learning, and structured students' supports.