Developing Life Skills through Science Education: Enhancing Values and Communication for Holistic Learner Growth
Abstract
Life skills are essential competencies that empower learners to effectively navigate personal, academic, and societal challenges. This article examines the definition, categories, values, and benefits of life skills within the context of science education. It highlights three core categories: intrapersonal skills (living with oneself), interpersonal skills (living with others), and cognitive-critical thinking skills (making effective decisions). The review explores key values that underpin life skills such as empathy, responsibility, integrity, and inclusivity and outlines the diverse benefits these competencies bring to science teaching, including improved academic achievement, civic engagement, and emotional resilience. Methodologically, the article is based on a qualitative integrative review of literature published between 2015 and 2025. Thematic analysis was conducted using a multi-stage coding process: open coding to identify emergent themes, axial coding to relate these themes to pedagogical strategies like inquiry-based learning, collaborative projects, reflective practices, and ICT integration, and selective coding to derive fifteen specific roles that science tutors and lecturers play in nurturing life skills among student teachers in Uganda. These roles include mentorship, role modelling, curriculum integration, inclusive pedagogy, and ethical leadership. The article concludes by emphasising the implications for science education and teacher training, providing practical guidance for educators to equip learners with holistic competencies necessary for sustainable development and transformative citizenship
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Copyright (c) 2025 Waninga Willy, PhD, Nambogwe Evalyn, Atabo Hellen, Olinga John Paul, Ajuko Sarah, Musundi Ben, Okoche Basil, Nandutu Rebecca, Olupot Amos
This work is licensed under a Creative Commons Attribution 4.0 International License.
