Mindfulness: A Crucial Life Skill for Children and Adolescents in an Ever-Increasing Unpredictable World

Students need to possess the right life and career skills to face future life challenges. Therefore, this study aims to determine the effect of the life skills of mathematics teachers on high school students in Indonesia. Data were collected from 190 mathematics teachers and 627 high school students through questionnaires consisting of 15 and 45 statements for both parties. The data collected were analyzed using the Structural Equation Modeling (SEM) method and the Smart-PLS v.3.2.9 software. The results showed that the understanding of mathematics teachers (77.50%) and high school students (83%) concerning life and career skills is in a good category. Meanwhile, their life skills are in a low category due to teachers’ difficulties in translating life and career skills in planning and implementing mathematics learning. This means that the mathematics learning methods developed by teachers do not explore students' potential. Moreover, teachers’ life skills did not significantly affect each student's indicator. Only two indicators had a medium effect, namely responsibility and flexibility on leadership as well asadaptability and flexibility on initiative and self-direction

Life skills and community-based instruction are important because they increase autonomy and prepare a person for further education, employment, and self-sufficient adult living. In recent years the focus on these skills for students with disabilities has shifted based on the emphasis placed on general education curriculum access, but they still remain important. In this chapter we discuss assessing and teaching life and community-based skills. Specifically, we focus on strategies to teach life skills, including evidence- and research-based practices for teaching life and community-based skills summarizing evidence supporting the effectiveness of training procedures across the course of the last 70 years. Finally, we discuss the role of technological innovations in the future of teaching life and community-based skills.

The main purpose of this article is the combination of self-determination theory and experiential learning methodologies that explores the relationship of developing ELT, employability skill, life skills. The goal of this article is to develop a theoretical framework for life and work skills as both of these non-technical skills can be acquired by satisfying our psychological requirements for autonomy, competence, and relatedness in a classroom setting that fosters active learning. A convenient sampling technique has been used through a questionnaire-based survey of 2185 students from technical universities across India. The SPSS 29 version has been used to code and analyze the data set. Further various tests have been employed to determine Role of ELT and Life Skills in Developing Employability Skills through Integrating Self Determination and Experiential Learning. The creation of this framework is to point out how to improve one's own competence, self-assurance, intrinsic motivation, and other beneficial outcomes seen in a variety of spheres of life, including childhood, sports, and career. Consider initially how young children might acquire life skills that will promote later development of an employability skill and provide additional advantages for both the individual and the workplace. The article proposes insightful suggestions to educators and policy makers to put into practice efficient methods for incorporating experiential learning and self-determination theory into ELT and life skills curriculum.

This study aims to explore the impact of teachers' transformative teaching practices on college students' mastery of 21st-century skills, with a focus on the teaching dimensions of "Personalized Considerations" and "Inspiring People," as well as the students' mastery of "Professional Skills" and "Life Skills." By analyzing students' assessments of their proficiency in 21st-century skills, the research demonstrates a significant positive correlation between transformative teaching behaviors and students' skill mastery. Specifically, the ability of teachers to motivate and provide personalized support significantly enhances students’ performance in learning, life, literacy, and professional domains. The data analysis revealed that students generally rated their mastery of 21st-century skills, including learning, life, literacy, and professional skills, as "agree," indicating a moderate level of manifestation. Additionally, differences in students' skill levels across gender, age, and grade level were found to be insignificant. However, the impact of transformative teaching practices on students' skill development was notably significant, particularly in the areas of "Charm Influence" and "Intellectual Stimulation." Regression analysis further highlighted that "Personalized Considerations" and "Inspiring People" teaching styles are strongly associated with students' mastery of 21st-century skills, especially in enhancing "Life Skills" and "Professional Skills." The proposed intervention program, developed from this study, aims to strengthen teachers' transformative teaching abilities to improve students' mastery of professional and life skills. Through personalized support and motivational guidance, college students will be better equipped to face future challenges in both their personal and professional lives. This study provides practical recommendations for educators to enhance teaching strategies to more effectively cultivate students' core 21st-century skills.

Although interventions addressing social determinants of health have been effective in improving life skills and leadership among the adolescents in the high-income countries, little is known about the experience of using experiential cultural strategies, including music and sports, along with other regular strategies to transfer life skills and leadership in disadvantaged communities in low and middle-income country (LMICs) context. This case study provides a descriptive, qualitative evaluation of the program to support life skills and leadership development among the adolescents served by the IDMAJ Foundation for Development in Casablanca, Morocco. We conducted a program evaluation using a desk review of program documents, observation, and qualitative interviews with participants at the Sidi Moumen Cultural Center (SMCC), which is part of the IDMAJ Foundation for Development. Using purposive sampling, we identified adolescents aged 18-25 with intermediate English proficiency who attended the SMCC during Summer 2023. A total of seven in-depth interviews (IDIs) were conducted using a semi-structured guide. Interviews were audio-recorded, transcribed verbatim, and coded using NVivo 12.0. A thematic analysis approach involving familiarization, coding, theme development, and refinement was used to identify key patterns in participants' experiences and the interconnectedness across themes. By Summer 2023, IDMAJ had trained 24,949 youth; 1,096 learners participated that summer. The IDMAJ Experiential Leadership Development Model effectively integrated life skills and transformational skills development across diverse program activities. Participants consistently reported positive experiences, highlighting how simultaneous strategies (e.g., language, sports, and music) fostered crucial competencies like self-awareness, communication, and collaboration. Advanced qualitative analyses revealed a dense interconnectedness among these competencies, with "self-awareness" and "collaboration & self-management" emerging as central, foundational pillars. This holistic, interactive approach progressively equipped participants for roles as learners, facilitators, and staff. The IDMAJ Experiential Leadership Development Model's contextualized, interactive, and joyful approach proved highly effective. This unique experiential continuum enabled participants to acquire foundational life and critical transformational leadership skills. Participants' empowerment for practical leadership roles contributes to a sustainable cycle of youth empowerment and community development through alumni engagement.

This study looks at the influence of normalisation on the practice of teachers in adult training centres (ATCs) in Greece and more specifically at the curricula used in ATCs in Greece for young adults with learning disabilities. It examines whether the centre curriculum emphasises the teaching of social and life skills through activities outside the learning environment, and the kinds of difficulty that teachers face during the teaching of these skills. Data were gathered through interview and questionnaire, and are presented by content analysis, for the interviews, and analysed by descriptive quantitative methods wherever possible. A total of 44 Greek teachers from ATCs were interviewed. Results suggest that teachers avoid teaching life and social skills that relate to activities outside the ATC. Students visit mainly local shops and far fewer theatres, cinemas and public buildings. Additionally, in most of the visits students remain passive attendants without learning much in the way of life skills. Teachers' obstacles to teaching life and social skills outside ATCs are mainly lack of assistants, lack of time and lack of parents' co‐operation. Generally, it is difficult for teachers to reduce teaching time in the classroom and give the students the opportunity to apply their knowledge outside the classroom.

A structured sport environment is known to provide adequate conditions for the development and transfer of student-athletes’ life skills. However, recent research not only emphasizes the environment but also argues that the intentional effort of coaches such as life skills coaching is important. This study examines the role of coaches’ life skills coaching on the development and transfer of athletes’ life skills using a multilevel model. A total of 28 high school athletic teams (28 coaches, 291 student-athletes) were recruited to participate in the study, using cluster sampling. The life skills coaching of Level 2 (coaches) in sports were measured using the Korean version of the Coaching Life Skills in Sport Questionnaire (CLSS-Q). The life skills of the student-athletes at Level 1 were measured using the Life Skills Scale for Student-Athletes (LSSSA) and Korean version of Life Skills Transfer Survey (LSTS). Multilevel model analysis was conducted to analyze dyadic data. The result of analysis showed that three hypotheses were supported. Specifically, life skills development of student-athletes affected life skills transfer (Hypothesis 1), life skills coaching affected student-athletes’ life skills transfer (Hypothesis 2), and the interaction effect between life skills coaching and development affected life skills transfer of student-athletes (Hypothesis 3). We conclude that coaches should use intentional life skills coaching strategies to maximize student-athlete life skills development and transfer to daily life.

Undergraduate students' job preparedness is crucial for bridging the gap between higher education institutions (HEIs) and the demands of the workforce. This study assesses job preparedness, bridging technology, life, and soft skills, the usage of media, technology, and information, towards organizational productivity in terms of teamwork, fulfilling workload and task challenge, team efficacy and communication satisfaction, and organizational culture of the 394 chosen undergraduate students in Region 10. The study’s goal is to help students prepare for real-world careers. It uses a quantitative research design, gathering information from respondents through a structured survey. Results indicate that the majority of the respondents are 18-20 years old, single, female, first year and third year college levels, first courser, with a P100-199 allowance through parental support. Findings reveal that the respondents' life skills are incredibly well-practiced, indicating their improved capacities, which indicates that having well-practiced life skills contributes to their personal development. The need to improve professional abilities or soft skills and the use of information, media, and technology (IMT) is evident. These flaws led to a decline in organizational productivity, such as teamwork, workload, task challenge, team efficacy, and communication satisfaction, and an organizational culture that requires improvement. It is highly recommended to update and embed MIT in education, training the workforce, fostering a culture of accountability and support, conducting regular workload audits, offering training on public speaking, and establishing industry-education partnerships.

This study sought to determine the effectiveness of OT outreach in meeting social, emotional, and life skill needs of women in transitional homes and to determine how participation in trauma-informed life skills classes increased quality of life, independence, and coping skills. An exploratory, mixed methods, case-study design was used. Participants were women with a history of homelessness, substance abuse and mental health issues, trauma, and/or incarceration. Individual scores and performance on all measures increased. Overall, the results of the study showed positive benefits of participation in OT life skills classes and in participant quality of life, independence, and coping skills.

Drawing on longitudinal data from the ESRC-funded ‘Adult Basic Skills and Workplace learning’ project (2003–2008), together with recent findings from research undertaken under the auspices of the LLAKES research centre (Centre for Learning and Life Chances in Knowledge Economies and Societies), this paper seeks to explore the key factors that facilitate and inhibit sustainable ‘Skills for Life’ (literacy, numeracy and English for speakers of other languages) workplace provision in the UK. We draw on the metaphor of a social ecology of learning to explore the inter-relationships between individuals and groups at policy and organisational level and combine this with Michael de Certeau’s theoretical work on quotidian social practices in order to cast light on the diverse ways in which ‘Skills for Life’ provision has been put to use by learners. The paper argues that the ‘Skills for Life’ national strategy has generated a complex ‘ecology of learning’ at policy level, whereby a byzantine and shifting funding landscape, with its concomitant bureaucracy and strong emphasis on target-bearing qualifications has militated against long-term sustainable provision. Those organisations that have managed to sustain provision have generally succeeded in integrating ‘Skills for Life’ courses within a broader ‘ecology of learning’ whereby there is both support and formal recognition for such provision within the organisation as a whole.

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

ABSTRACTBackground: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports.Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program.Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes.Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives.Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

The relationship between Life Skills and the School Environment plays a crucial role in shaping secondary school students’ overall development. Understanding how different aspects of the school environment impact students’ life skills can provide valuable insights for enhancing educational practices. This study investigates this relationship to identify how variations in school environments influence students’ life skills. This study explored the relationship between Life Skills and the School Environment among secondary school students in Hassan district, Karnataka. Using a descriptive survey method, data from 108 students across six schools were analyzed employing mean, standard deviation, correlation, and independent ‘t’ tests, with significance set at 0.05 and 0.01 level. Results revealed a significant positive correlation between Life Skills and the School Environment. Students in better school environments demonstrated higher life skills compared to those in moderate and low environments. These findings suggest that enhancing the school environment could be crucial for developing students’ life skills. Educators and policymakers might consider investing in improving school conditions to foster better life skills among students. Future studies could explore specific elements of the school environment that most strongly impact life skills. Expanding the research to include a larger, state-wide sample could provide a more comprehensive understanding of how changes in the school environment over time influence students’ life skills development. Such an approach would offer broader insights into the effectiveness of various environmental factors and their impact on life skills across diverse educational settings.

Life Skills Education is a value addition programme for children and youth to understand self and enable them to analyze their capacity to enhance the function in most productive way so they empower efficiently in challenging situations. Life Skills include psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and manage their lives in a healthy and productive manner. Life Skills are needed at all stages and phases of life, but it becomes important for children and adolescents because this is crucial stage on which future of individual depends. The Life Skills programme is a very important and integral part of the educational system worldwide. It is a school based programme where Life Skills are imparted in a supportive learning environment. The Central Board of Secondary Education (CBSE), India has introduced Life Skills Education as an integral part of its curriculum and provides guidelines for transaction of the ten core Life Skills. Though Life skills are often learned indirectly through experience and practice but it would be enhanced directly by implementing through a dedicated Life skills curriculum by using proper and suitable transaction methods. In school based programme to teach Life Skills in supportive leaning environment teacher’s role is very crucial. Teachers should be act as positive role models for students as Life Skills are better caught then taught. So it is significant to know what strategies teachers build to inculcate the Life Skills among students. The present paper focuses on the ten core Life Skills necessary for students and the strategies used by CBSE teachers at upper primary level of Varanasi City to transact and internalize these Life Skills among students. Survey method was used for the study. Sample consisted of 225 teachers teaching at upper primary level from 31 CBSE schools selected purposively. Content analysis was used to analyse data obtained from questionnaire prepared by reseacher, frequency and percentage were calculated. The findings provide information regarding strategies practiced by CBSE teachers would be helpful for designing Life Skills Training Module.