Abstract:
Life skills education is a tool that equips undergraduates to make informed decisions, communicate effectively, and deal with personal, social, and professional challenges and demands. It empowers undergraduates and prepares them for real-life challenges. Incorporating life skills education into the tertiary curricula allows undergraduates to clarify issues, understand their rights, and develop self-confidence, courage, and responsibility in relationships and in society. This integration, however, remains sporadic and inconsistent. Therefore, the present study focused on integrating life skills education in the curricula of the higher educational institutions within the context of the Sri Lankan higher education system and highlighted related challenges, available opportunities, and strategic ways forward. Through a qualitative case study approach, this research aimed to explore stakeholder perspectives and the content of curricula at a selected university in Sri Lanka, attempting to suggest an applicable framework for integrating life skills education. Semi-structured interviews with university lecturers and curriculum developers were conducted in order to identify challenges and strategies related to integration. Focus group discussions were held with undergraduates to understand their views, experiences, and expectations related to life skills education, with each group comprising 6–8 students. In addition, a review of relevant existing curricula, syllabi, and institutional policies was undertaken in order to further assess the current status of life skills education. Its results highlighted a significant lack in terms of the embedding of life skills within tertiary curricula. Both university educators and students recognised the significance of education in life skills; however, they also noted various obstacles, such as constrained resources, time limitations, a deficiency in understanding, and inadequate prioritisation by institutions. Additionally, it was observed that university educators often lack training in pedagogical approaches for life skills, given that their expertise predominantly lies in specific subject areas. The excessive focus on discipline-specific content within current curricula also hinders the incorporation of life skills education.
