Abstract
Lifelong learning has been recognized by many internationally renowned organizations which claim that people should possess certain life skills or competences to live in a world full of complex uncertainties. In this study, we propose A phaslised, thematic and socialised (PTS) pedagogy as a teaching approach to address the issues concerning how to equip learners with better capabilities.The qualitative method was employed based on a case study where interviews with several stakeholders were conducted. Observation of PTS practice and analysis of school documents were also carried out. The findings revealed that this strategy emphasizes a learner-oriented path, the development of their problem-solving ability and the culture of mutual partnership and intensive cooperation in the teacher community. Despite of several merits originating from PTS pedagogy, there remain a few issues to address, including the challenges to teachers in practising this approach, the appropriate means to evaluate students’ learning outcomes and the degree of autonomy granted to the students.
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