INCORPORATING LIFE SKILL INSTRUCTION INTO HIGH SCHOOL EDUCATIONAL CURRICULA

Abstract

This study delves into the views of high school students regarding the integration of historical skills in their education. By focusing on supervisors from public high schools in Punjab, Pakistan, we adopted a phenomenological approach to uncover educators’ experiences and perspectives on these skills. The findings reveal that teachers generally appreciate the idea of embedding historical skills into their teaching methodologies. The participants stressed the significance of fostering critical thinking, logical reasoning, and analytical skills among students. However, they face several challenges such as time limitations, oversized classrooms, and insufficient resources that hinder effective execution. Notably, while students responded positively to instruction that emphasized historical skills, educators pointed out gaps in assessing these abilities. Furthermore, the research uncovered a prevalent misunderstanding surrounding the incorporation of life skills into the curriculum, highlighting an urgent need for enhanced resources and greater curriculum flexibility. These results highlight the critical necessity for improvements in curriculum design, resource distribution, and professional development for educators to more effectively weave life skills into high school education. The insights from this study will be invaluable for educational policymakers and curriculum developers in Pakistan who are striving to improve the integration of developmental skills within high school programs.