Life Skills Integration in Teaching: A Phenomenological Study of FG Public School Teachers' Lived Experiences
DOI:
https://doi.org/10.62997/psi.2024a-31021Keywords:
Life Skills Integration, Teacher Perspectives, Phenomenological Study, Public School Education, Curriculum ReformsAbstract
This phenomenological study investigated how FG public school teachers integrate life skills into their teaching practices. Seven purposively selected participants with teaching experience from 3 to 24 years were selected from one FG public school in Punjab, Pakistan. Teachers' perspectives on implementing UNICEF's framework of 12 core life skills in their teaching practices were understood through semi-structured interviews. Data were analyzed using thematic analysis through NVivo 15 software, revealing five major themes: Through a conceptual understanding of life skills, implementation strategies, systemic barriers, resource adequacy, and recommendations for improvement. Teachers were found to recognize the need for integration of life skills but also acknowledged the challenges that come with that, such as the rigid curriculum structures and inadequate time and systems needed for assessment. The study discovered a disconnection between theoretical knowledge of life skills and its real use in an examination-oriented education system. Curriculum design, assessment methods, and professional development opportunities where that comprehensive reform was needed, teachers agreed. The findings provide valuable insights for educational policymakers and administrators in developing more effective approaches to life skills integration in public school education.
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