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Life Skills Education for K-12 School Students: A Perception of Teachers
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Introduction Life skills are comprised of cognitive, social, and personal attributes which lead students to handle their everyday challenges daringly and successfully. The term life skills education is rapidly growing as extremely important for every individual's life which enables them to solve their problems, bring change in their behavior and allow them to take initiatives and deal effectively with their life difficulties and personal matters (Life Skills-Based Education, 2014; Newman, et al., 2021). Wertalik and Kubina (2018) emphasized that individuals experience throughout their life various stages of transition e.g. starting their school, entering secondary school, after completing their education getting into employment, taking family responsibilities, participating in community activities and these all phases demand specific skills to successfully move through these transitional periods. Many researchers pinpoint the fact that developing essential life skills among students would help them to be as productive and optimistic citizens who would positively contribute to the development of a healthy society (Wooster and Hall, 2009; Baird, et al., 2021). These skills enable them to exhibit appropriate behavior to deal effectively with challenging situations. Nowadays, the world is growing with diversified and challenging demands that have put learners in more complicated and challenging situations (UNICEF, 2012; Ronkainen, et al., 2021). These societies demand the key skills to furnish children at every stage so that they could be developed as self-governing individuals, productive and well-groomed citizens. This would enhance the overall quality of their lives and promote social cohesion (Duz and Aslan, 2020; Coskuner, et al., 2021). This is the demand of the time to realize the value of life skills education and effective delivery of life skills education is heavily dependent upon the capabilities and attitudes of teachers (Baela, 2009; Arasomwan and Mashiya, 2021). As the new education systems are expected which can foster positive and adaptive...