Quarterly Publication LIFE SKILLS EDUCATION: A REVIEW-CUM-TREND ANALYSIS

Abstract

This investigation aims at reviewing various studies related to life skills education published in online data base. These sources were PubMed, Scopus, Pro-Quest, Research gate, Google Scholar, Elsevier etc. Qualitative method was adopted. Twenty-six (26) no. of research articles were picked out that published in different journals between the years 2000-2023 in Abroad and India. Meta-analysis was done. The results demonstrated that life skills intervention has a dual effect on students. Firstly, it improves the socio-cognitive (self-esteem, self-efficacy, problem solving skills, social interaction, etc.) abilities among the students studied in different stages of education. Secondly, it reduces verbal aggression, physical aggression, total aggression, smoking habits, drugs abuse, and alcohol & tobacco addiction. This study has educational implication for the teacher educators, parents and students for organizing different training programme of life skills for the holistic development of students. These results also help the novice researcher to develop research proposal in the area of life skills to explore the new truth and broaden the horizon of knowledge.

Full text

Journal of Business Management, Commerce & Research Life skills education: a review-cum
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 trend analysis
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
111
Quarterly Publication e-ISSN: 2319-250X
J-B-M-C-R
JOURNAL OF BUSINESS MANAGEMENT, COMMERCE & RESEARCH
A Peer Reviewed Refereed International Research Journal
VOLUME-XI I ISSUE- I MARCH 2025
LIFE SKILLS EDUCATION: A REVIEW-CUM-TREND ANALYSIS
DR. SANJUKTA BHUYAN
Assistant Prof., School of Education, GM University, Sambalpur, Odisha
Correspondence mail- sbhuyan@gmuniversity.ac.in
RANJIT KUMAR BEHERA
PGT in Education, Panchayat Anchalik Higher Secondary School, Jharsuguda, Odisha
Email-ranjitbehera58@gmail.com
SANJAYA KUMAR SAHU
Research Scholar, GM University, Sambalpur Odisha
Email-sahusanjaya396@gmail.com
Whatsapp-7978747270
Funding- This research is funded by seed fund of Gangadhar Meher University (Order no-4934/GMU,
dated-02/12/2023)
ABSTRACT
This investigation aims at reviewing various studies related to life skills education published in
online data base. These sources were PubMed, Scopus, Pro-Quest, Research gate, Google Scholar, Elsevier
etc. Qualitative method was adopted. Twenty-six (26) no. of research articles were picked out that
published in different journals between the years 2000-2023 in Abroad and India. Meta-analysis was done.
The results demonstrated that life skills intervention has a dual effect on students. Firstly, it improves the
socio-cognitive (self-esteem, self-efficacy, problem solving skills, social interaction, etc.) abilities among
the students studied in different stages of education. Secondly, it reduces verbal aggression, physical
aggression, total aggression, smoking habits, drugs abuse, and alcohol & tobacco addiction. This study has
educational implication for the teacher educators, parents and students for organizing different training
programme of life skills for the holistic development of students. These results also help the novice
researcher to develop research proposal in the area of life skills to explore the new truth and broaden the
horizon of knowledge.
Keywords: Life-skills education, Adolescent students, Holistic development and Horizon of Knowledge.

Journal of Business Management, Commerce & Research Life skills education: a review-cum
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 trend analysis
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
112
INTRODUCTION
In the era of competitions, students often strive excellence in academic and personal life and
trying his best to grab the opportunities in suitable vocation. This competitive world has negative impact
on mental health of the students. Researchers have claimed that social, psychological, and academic
components are influence the mental health of the students. Social factors such as friends (Siyal et al.,
2023), family and social support (Ma et al., 2020; Cacioppo et al., 2010; Hawkley & Cacioppo 2010);
psychological factors such as stress, anxiety, depression (Tiwari et al., 2020; Jiang,), self-esteem, and coping
mechanism (Chen, 2023); and educational factors such academic pressure, workload, and school (Chen,
2023) significantly contribute to students’ mental health. According to World Health Organisation (2001)
more than 20% adolescents have faced at least one behavioural problem globally and 50% mental disorder
emerging prior to 14 years and 75% at 24 years. Similarly, Bista et al. (2016) have defined the psychosocial
aspects of adolescents have been significantly affected by various forms of conflict and problems. Tiwari
et al., (2020) have explained that many adolescents have faced serious issues such as suicidal thought,
anxiety, low mental health, and unwanted pregnancy. Nasheeda et al., (2018) have defined that the
students who lack in personal, social, and cognitive skills are more vulnerable to face the challenges like
drug use, violence, bullying, and malnutrition.
Related literatures indicated that use of life skills education or similar intervention has two
dimensional effects on the students. The positive behaviour like critical thinking, self-awareness, creative
thinking, interpersonal thinking (Tiwari et al., 2020), and socio-emotional adjustment (Yadav & Iqbal, 2009)
have been increased by life skills education. Similarly, the negative behaviours like alcohol consumption
(Botvin, 2000), drug use (Huang et al., 2011), and smoking habits (Kichhoff & Keller, 2021) have been
significantly decreased by life skills interventions.Life skills are inevitable for tackling the day life
challenges, establishing good interpersonal relationship and attaining psychological wellbeing. Life skill
encompasses comprehensive competencies for effectively solving the various problems of life.
Academicians have defined it as an important skill for individual to develop socio-cognitive and problem-
solving abilities to solve everyday challenges and active participation in the social activities (Desai, 2010;
Galagali, 2011).
Similarly, WHO defines life skills as the skills related with positive and constructive behaviour that
helps the adolescence to mitigate the various issues and challenges of life (WHO, 2001). Life skills
education is related with cognitive behavioural approach that promotes cognitive, affective and social
skills (Peters et al. (2009). It requires collaborative and interactive teaching style and innovative
instructional strategy through which students learn new skills to confront real-life situation (Nasheeda et
al., 2019).
Life skills education’s organization pattern, implementation and evaluation procedure in
educational contexts varies between developed and developing nations. For instance, developed countries
of the world i.e., USA, UK, Germany, Greece, and Mexico have organised their life skills initiatives to
enhance healthy behaviour for protecting the students from negative consequences such as alcohol
consumption, drug abuse, HIV aids, unwanted pregnancy, smoking and tobacco addiction (Botvin et al.,
2001; Campbell-Heider et al., 2009; Givaudan et al., 2008; Mackillop et al., 2006; Martin et al., 2013;
Menrath et al., 2012). However, similar approach is followed by developing nations like Maldives, India,
Nepal, Sri Lanka and Bangladesh but the contents are broader in nature in life skills. For example,
developing countries gives more emphasis on communication (Nasheeda et al., 2019) and social aspects
of the students including status of women, children’s rights, and democracy (Munsi & Guha, 2014).
The motto of like skills education for adolescent students is that equipping them to navigate
negative behaviour. Academicians have claimed that adolescents have experienced several health-related
issues like sexuality and substance use (MacArthur et al., 2018) and developmental task such as transition
from childhood to adolescent (Buehler, 2016) in this stage. These issues in later life can lead to chronic
non-communicable disease like chronic lung disease, stroke, heart disease, diabetes, cancer and obesity
(MacArthur et al., 2018; Immordino-Yang et al., 2019), and social problems like underachievement and
unemployment (Hall et al., 2016; MacArthur et al., 2018).

Journal of Business Management, Commerce & Research Life skills education: a review-cum
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 trend analysis
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
113
Life skills education is very much imperative & timely remedy, that has been increased globally to
handle daily life challenges and make healthy decision. Previous literatures stipulate that education
concerning to life skills becomes an important intervention for preventing the individual from various
substance use (Botvin & Kantor, 2000; Huang et al., 2012; Mandel et al., 2006). Life skills education is
positively related with assertiveness, refusal skills, and attributes towards drugs (Vicary et al., 2004),
higher self-belief for personal goal setting (Goudas et al., 2006), improvement in socio-emotional
adjustment (Yadav & Iqbal, 2009; Roodbari et al., 2013), psychosocial competence (Vranda & Rao, 2011).
Similarly, effective life skills intervention promote the apupil to reduce anger and aggressive by promoting
21st century skills like decision-making & problem solving capacities (Naseri & Babakhani, 2014). Other
studies show that, life skills programs can promote holistic development in adolescents including
psychosocial competencies and academic outcomes (Catalano et al., 2012; Haris & Cheney, 2018; January
et al., 2011; Taylor et al., 2017).
Academicians have proposed different models of life skills for getting better understanding of
adolescent development. For example, Developmental asset model gives importance n the development
of assets like positive values and social competencies (Shek et al., 2019b). 5C/6C model prioritizes the
development of confidence, competence, connection, care/compassion, and contribution (Lener et al.,
2011). Similarly, Positive Youth development approach highlights on emotional competence, social
competence, moral competence, spirituality, and resilience (Catalano et al., 2004).
Some studies conducted across the Globe but a couple of studies found in-relation to review of life-skills
education (Nasheeda et al., 2018; Kauts & Saini, 2022). Conducting systematic literature review helps the
researcher to identify the gaps in current knowledge, guiding future research, and informing policy and
curriculum development. Similarly, systematic literature review allows the researcher to examine the
existing research comprehensively and identifying effective strategies and practice for life-skills education.
So, the present researcher has decided to conduct a review-cum-trend analysis on life-skills education.
INCLUSION AND EXCLUSION CRITERIA:
In-order to review the previous studies some parameters have been decided by the investigators.
Criteria Details
Year limit
2000
-
2023
Mode of Search Online or Internet based search
Search engines Google Scholar, PubMed, ProQuest, Research gate, Scopus, Elsevier
Key words for search Life-skills education, life-skills training, life-skills education for students,
life-skills interventions
Publication type The papers published in online peer-reviewed journals are included.
The researcher has included the papers published between 2000-2023 in various peer-reviewed
journals via search engines such as Google Scholar, PubMed, ProQuest, Research gate, Scopus, and
Elsevier. The researcher has searched the key words like life-skills education, life-skills training, life-skills
education for students, and life-skills intervention to search the paper from the internet and accordingly
he has found ‘26’ related researches that are appropriate for the investigation.
PREVIOUS STUDIES:
Table-1
The year-wise research trend shown that highest number of research studies i.e., 19.23% (n=5) were found
in the year of 2021, followed by 2023 15.38% (n=4), 2022, 2020, and 2019 11.53% (n=3), 2011 7.69% (n=2),
2017, 2016, 2014, 2009, 2004, and 2000 3.84 (n=1) (Figure-1). Similarly, the successive year data reflects
that highest number of research articles were published in between 2017-2023 (n=18), followed by 2012-
2017 and 2006-2011 (n=3) and 2000-2005 (n=2) (figure-2).

Journal of Business Management, Commerce & Research Life skills education: a review-cum
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 trend analysis
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
114
1. Year-wise Research Trend on Life Skills Education
Year of
publication
Number of
works Frequency Cumulative
years
Total number
of works
2000
1
3.84
2000-2005 2
2001 0
2002 0
2003
0
2004 1 3.84
2005 0
2006 0
2006-2011 3
2007 0
2008 0
2009 1 3.84
2010 0
2011
2
7.69
2012
0
2012-2017 3
2013 0
2014 1 3.84
2015
0
2016
1
3.84
2017 1 3.84
2018
0
2017-2023 18
2019 3 11.53
2020 3 11.53
2021 5 19.23
2022 3 11.53
2023
4
15.38
Figure-1 Figure-2
111
2
1 1 1
3 3
5
3
4
0
1
2
3
4
5
6
2000
2004
2009
2011
2014
2016
2017
2019
2020
2021
2022
2023
2
3 3
18
0
2
4
6
8
10
12
14
16
18
20
2000-2005 2006-2011 2012-2017 2018-2023

Journal of Business Management, Commerce & Research Life skills education: a review-cum
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 trend analysis
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
115
2. Life-Skills Research Trend in Countries
Countries Number of studies
India 6
China
1
Switzerland 2
Germany 1
Taiwan
1
Iran 1
New York 1
Pennsylvania 1
Malaysia 3
Indonesia 6
Pakistan 1
Eswatini
1
Turkey 1
Table-2
The country wise research trend depicts that higher number of studies were found in India and Indonesia
(n=6), followed by Malaysia (n=3), Switzerland (n=2) and rests of the countries like China, Germany,
Taiwan, Iran, New York, Pennsylvania, Pakistan, Eswatini, and Turkey (n=1)
Figure-3
3. Life Skill Research Trend in the State of India
States Number of studies
Punjab 1
Rajasthan 1
New Delhi 1
Karnataka 1
Jammu & Kashmir 1
Haryana
1
Table-3
Table-3 shows that 6(six) states of India have disseminated one research paper (n=1). Each state have only
one number of study on Life skill research and here six states have been presented.
6
1
2
1
1
1
1
1
3
6
1
1
India China Switzerland Germany
Taiwan Iran New York Pennsylvania
Malaysia Indonesia Pakistan Eswatini

Journal of Business Management, Commerce & Research Life skills education: a review-cum
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 trend analysis
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
116
Figure-4
4. Studies Based on Life Skills Education and Their Results:
The table-4 shows the results of ‘26’ studies conducted in different countries. Academicians have
claimed that the organisation of life skills intervention or education in educational context has
brought positive affect on the students. For instance, Tiwari et al. (2020) have found that life skill
intervention can significantly increase the students' critical thinking, self-awareness, creative
thinking, and interpersonal thinking. Education about life skills has significantly reduced bad habits
and developed healthy among the students. For example, it reduced the smoking habits (Kichhoff
& Keller, 2021), drug use (Huang et al., 2011), total aggression, physical aggression, verbal
aggression (Naseri & Babakhani, 2014), tobacco & alcohol use (Botvin, 2000). On the other hand,
it improves health related self-regulation (Kichhoff & Keller, 2021), attitude, subjectivity norm,
perceived behavioural control (Huang et al., 2011), emotional adjustment, self-esteem,
educational adjustment, total adjustment, empathy (Yadav & Iqbal, 2009), self-efficacy, preventive
behaviour (Shaluhiyah et al., 2021), problem solving, rational decision-making ability and effective
communication (Tabish & Geelani, 2023). However, significant life skills education program
promotes positive behaviour among the students but, the organisation style, types of life skills
and implementation of this activity in the educational context have disparity between developing
and developed countries. Illustration such as, developed countries are organised this activity in
more systematic manner to promote positive behaviour among the students whereas developing
counties are lack in organising, implementing, and monitoring this activity (Nasheeda et al., 2019).
Although socio-demographic factors such as gender and SES (Socio-Economic Status) plays a
substantial role in the promotion of education with regards to life skills but a discrepancy exist in
it between girls and boys’ students (Maqsood et al., 2022).
Innumerable studies are done in different countries of the world but the question is that
how to transfer these skills in daily life activities by giving importance to the reduction of negative
behaviour among the students. Similarly, the maximum no. of studies have conducted by following
quantitative approach rather than qualitative.
Punjab
Haryana
RajasthanKarnataka
Jammu &
kashmir
New Delhi

Journal of Business Management, Commerce & Research Assessing the role of BRICS trade in shaping India’s
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 Gross Domestic Product
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
111
Sl
No Title of the study Author & Year Country Findings
1 Life skill-based
education: A systematic
narrative review Kauts & Saini
(2022)
India
(Punjab)
The organisation of
intervention related to life
skills can promote socio-
cognitive skills that lead better
life among children. It can
promote the self-concept of
adolescents.
2 Effectiveness of life skills
health program: A quasi-
experimental research
design among school
children of South India.
Tiwari et al.
(2020)
India
(Rajasthan)
Post intervention has
significantly increased the life
skills score among the
students. Mean score was
increased in critical thinking,
self-awareness, creative
thinking, and interpersonal
thinking.
3. Perception of
adolescents, teachers
and parents towards
education concerning life
skills and life skills in high
school learners in Hong
Kong
Shek et al. (2020) China
Though life skills education is
emerging concept in our life
but maximum students was
considered education related
to education as an insufficient
in school curriculum. The
results shown that
adolescents were having
higher levels in these ability as
compared to parents and
teachers in Hong Kong.
4 Age-specific education
about life skills in
school: A systematic
review
Kichhoff & Keller
(2021)
Switzerland
The entire life skill education
program was implemented for
adolescents. Health related
self-regulation was promoted
through life skills training
5 Assessment of school-
based life skills
interventions in a high-
risk sample: a controlled
longitudinal multi-centre
study
Menrath et al.
(2011) Germany
Life skills education has
favourable impact on
students. It reduced the
smoking habits and improved
life skills among students of
experimental group than the
control group. Socio-
economic status had no
moderating effect on results.
6 Associating life skills into
a theory-based drug-use
prevention program: An
experiment among
students of junior high in
Taiwan
Huang et al.
(2011) Taiwan
Students of experimental
group exhibit unfavourable
attitude towards drug use and
higher improvement in
attitude, subjectivity norm,
perceived behavioural control,
life skills.

Journal of Business Management, Commerce & Research Assessing the role of BRICS trade in shaping India’s
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 Gross Domestic Product
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
112
7
Impact of training
related to life skills on
physical and verbal
aggression among
marginalized male
delinquent adolescents
in Karaj.
Naseri &
Babakhani (2014) Iran
Training associated with life
skills have decreased the total
aggression, physical
aggression, verbal aggression
in delinquent adolescents.
8
Prevention of alcohol
and tobacco use through
life skills intervention. Botvin (2000) New York
Life skills interventions help to
reduce tobacco, alcohol, and
marijuana use; multiple
substance use.
9
Effect of life related skills
programme for high and
low risk rural females
junior high school
students.
Vicary et al.
(2004) Pennsylvania
Risk domains of the life related
skills programme are socio-
economic status, family
relations, psycho- social
health, and learning
performance.
10 Impact of life skills
instruction on
adjustment, self-esteem
and empathy among
adolescents
Yadav & Iqbal
(2009)
India (New
Delhi)
Life skills instruction has
significantly improved the
emotional adjustment,
educational adjustment, total
adjustment, self-esteem and
empathy. No variations found
between pre- test and post-
test on social adjustment.
Life skills education promotes
positive behaviour, attitude
and thought by providing
supportive environment.
11 A narrative systematic
review on life related
skills education:
effectiveness, research
gaps, and priorities
Nasheeda et al.
(2019) Malaysia
Variations found between
developed and developing
countries in life-related s
Developed countries carried
out life skills education in
more systematic manner to
promote positive behaviour
whereas developing
countries’ life skills instruction
lack in systematic evaluation,
implementation and
monitoring.
12 The importance of life
skills education
Prasad Salin
(2023).
India
(Karnataka)
Life skills based education
develops socio-emotional and
thinking skills among the
students.
It helps the individual to
navigate various challenges
effectively

Journal of Business Management, Commerce & Research Assessing the role of BRICS trade in shaping India’s
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 Gross Domestic Product
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
113
13
Effectiveness of life skills
interventions on anxiety,
depression and stress
among children and
adolescents: A
systematic reviews
Sherif et al.
(2023). Malaysia
Life skills interventions
positively impacted on mental
disorder by considering the
significant difference between
male and female.
14 Life skills teaching in
physical education in
relation to different
teaching traditions: A
narrative review
Lenzen et al.
(2023) Switzerland
Life skills teaching in physical
education covers a wide range
of programs and teaching
tradition.
The association between life
skills teaching and subject
knowledge varies depending
on the program combinations.
15
The effectectiveness of
life skills education
guidebook on the
development of
professional knowledge
regarding
communication skills.
Bekar et al. (2021)
Indonesia
Life skills education
guidebook positively affects
the development of pre-
service science teachers’
professional knowledge about
communication skills.
16
Role of life skills
education in
empowering secondary
school students: An
explanatory study
Maqsood et al.
(2022) Pakistan
Most participants have a
positive perception of
possessing essential life skills.
There exists a significance of
variation in perception level
related to essential life skills
between female and male
students.
17 Education about life skills
through non-formal
education for people
with physical disabilities
Irwan et al. (2022)
Indonesia
Education about life skills
empowers the disabled
students to actively
participate in social life.
Life skills education
programme through non-
formal education enhance
accessibility for person with
disability.
18 Improvement of
teenager’s knowledge,
attitude, self-efficacy and
risk health behaviour
through life skills
education.
Shaluhiyah et al.
(2021) Indonesia
Life skills has significant
improvement in knowledge,
attitude, self-efficacy, and
prevention behaviour
19
The 21
st
century life
skills-based education
implementation at the
non-formal education
institution
Prasetyo et al.
(2021) Indonesia
Implementation of 21
st
century life skills education is
limited to knowledge and hard
skill development

Journal of Business Management, Commerce & Research Assessing the role of BRICS trade in shaping India’s
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 Gross Domestic Product
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
114
Unexplored materials include
thinking skills such as
creativity, problem solving,
and critical thinking
20
Development of life skills
education as character
building.
Defitrika &
Mahmudah
(2021)
Indonesia
Strengthening character
building is possible through
life skills programme.
21 Life skills education
programs: The bridge to
the employment of the
poor
Mulyadi et al.
(2019) Indonesia
Program bridge the gap in
implementation especially in
industry placement. Less than
10% participants entered
workforce mostly as part
timers
22 Life skills education for
enhancement of
learners’ wellness in
Eswatini: A case of high
school learner in
Shiselweni region
Simelane &
Mafumbate
(2019)
Eswatini
Social, emotion, intellectual
and occupational capacity of
the learners can be enhanced
by the education of life skills.
It helps the learners to apply
their knowledge in real life
situations.
23 Life skills: Need and
importance in academics
Tabish & Geelani
(2023)
India
(Jammu and
Kashmir)
Life skills education is related
with problem solving attitude
and rational decision-making
Education about life skills help
the individual for effective
communication and using
creative problem-solving
techniques.
24 Life skills education for
Malaysian
Institutionalised
Adolescents: Knowledge,
Priorities and Needs : A
Qualitative Study
Mohammadzadeh
et al. (2017) Malaysia
The majority of the students
lacked knowledge of life skills
before study.
Participants give importance
on skills like relationship,
refusal, and anger control.
25 Intervention programme
in life skills: A worth
change in level of
psychological capital of
students
Choudhary & Rani
(2020)
India
(Haryana)
These intervention
programmes about life skills
have a favourable effect on
the psychological facets of the
students.
No variation found between
control group and
experimental group.
26 A program
implementation for the
advancement of life skills
of primary school 4th
grade students: An
empirical study
Akfirat & Kezer
(2016) Turkey
The program applied is
effective in developing life
skills.
Students liked activities that
are fun, useful and
educational.
Table-4

Journal of Business Management, Commerce & Research Assessing the role of BRICS trade in shaping India’s
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 Gross Domestic Product
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
115
CONCLUSION
Mental health of adolescent student is affected by multiple factors such as social, psychological and
educational play a crucial role in their life. Educational institutions have implemented many programmes to
solve this problem. However, education concerning life skill helpful for enhancement of many positive skills
among the students such as critical thinking, , self-esteem, self-efficacy, decision-making ability, creative
thinking and positive interpersonal skills. This review-cum-trend analysis is helpful for the parents,
stakeholders, curriculum framers, and educational administrators to implement life-skills education
programme in their curriculum. Similarly, this study is also helpful for conducting life skill intervention
programme in educational contexts to prevent the students from m negative behaviour and help them to be
creative in their thinking and prepare wisely for education and vocation.
REFERENCE:
Benson, P. L., Scales, P. C., & Syvertsen, A. K. (2011). The Contribution of the Developmental Assets Framework
to Positive Youth Development Theory and Practice. Advances in Child Development and Behaviour,
41, 197–230.
Bista, B., Thapa, P., Sapkota, D., Singh, S. B., & Pokharel, P. K. (2016). Psychosocial Problems among Adolescent
Students: An Exploratory Study in the Central Region of Nepal. Frontiers in Public Health, 4.
https://doi.org/10.3389/fpubh.2016.00158
Cacioppo, J. T., Hawkley, L. C., & Thisted, R. A. (2010). Perceived Social Isolation makes Me Sad: 5-Year Cross-
Lagged Analyses of Loneliness nd Depressive Symptomatology in the Chicago Health, Aging, and
Social Relations Study. Psychology and Aging, 25(2), 453.
Chen, J. (2023). Exploring the Factors affecting the Mental Health of College Students. Journal of Education,
Humanities and Social Sciences, 23, 759–764. https://doi.org/10.54097/ehss.v23i.13918
Choudhary, M., & Rani, R. (2020). Life Skills Intervention Program: A Worth Change in Level of Psychological
Capital of Students. International Journal of Research.07(07).330-340
Defitrika, F., & Mahmudah, F. N. (2021). Development of Life Skills Education as Character Building.
International Journal of Educational Management and Innovation, 2(1), 116.
https://doi.org/10.12928/ijemi.v2i1.3195
Gerami, S., Ahmadi, S., Safat, M. B., & Farsi, F. (2015). Training on life skills and Its Effectiveness: A Systematic
Review. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2015.v6n2s1p385
Hawkley, L. C., & Cacioppo, J. T. (2010). Loneliness matters: A theoretical and empirical review of
consequences and mechanisms. Annals of Behavioral Medicine, 40(2), 218–227.
Iram Tabish, S., & Zahoor Ahmad Geelani, Prof. S. (2023). Life skills: Need and Importance in Academics.
Journal of Learning and Educational Policy, 32, 1–5. https://doi.org/10.55529/jlep.32.1.5
Jiang, K. (2024). Research on the Factors Influencing the Mental Issue of University Students. Theoretical and
Natural Science, 38(1), 45–50. https://doi.org/10.54254/2753-8818/38/20240566
Lenzen, B., Buyck, Y., & Bouvier, A. (2023). Teaching Life Skills in Physical Education within Different Teaching
Traditions: A Narrative Review. Education Sciences, 13(6), 605.
https://doi.org/10.3390/educsci13060605
Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., Schmid, K. L., & Napolitano,
C. M. (2011). Positive Youth Development: Processes, Programs, and Problematic. Journal of Youth
Development, 6(3), 38–62.
Magnani, R., MacIntyre, K., Karim, A. M., Brown, L., Hutchinson, P., Kaufman, C., Rutenburg, N., Hallman, K.,
May, J., & Dallimore, A. (2005). The impact of Life Skills Education on adolescent sexual risk
behaviors in South Africa. Journal of Adolescent Health, 36(4), 289–304.
https://doi.org/10.1016/j.jadohealth.2004.02.025

Journal of Business Management, Commerce & Research Assessing the role of BRICS trade in shaping India’s
e-ISSN-2319-250X - Vol-XII- Issue-I, March-2025 Gross Domestic Product
DOI 10.61101/2319-250X.vol.12.issue 1.11
www.jbmcr.org
116
Maqsood, F., Malik, Prof. Dr. S., & Jumani, Prof. Dr. N. B. (2022). Role of Education about Life Skills in
Empowering Secondary School Students: An Explanatory Study. International Research Journal of
Education and Innovation, 3(1), 200–213. https://doi.org/10.53575/irjei.v3.01.19(22)200-213
Mulyadi, D., Rosyidi, U., & Suryadi, S. (2019). Life Skills Education Programs; The Bridge to the Employment of
the Poors. International Journal for Educational and Vocational Studies, 1(5).
https://doi.org/10.29103/ijevs.v1i5.1503
Prasetyo, I., Suryono, Y., & Gupta, S. (2021). The 21st Century Life Skills-Based Education, Implementation at
the Non-Formal Education Institution. Journal of Nonformal Education, 7(1), 1–7.
https://doi.org/10.15294/jne.v7i1.26385
Shaluhiyah, Z., Indraswari, R., Kusumawati, A., & Musthofa, S. B. (2021). Life Skills Education to Improvement
of Teenager’s Knowledge, Attitude, Self-efficacy and Risk Health Behavior. Journal Kesehatan
Masyarakat, 17(1), 1–8. https://doi.org/10.15294/kemas.v17i1.22474
Sharma, S. (n.d.). Evaluation of a Training Program for Soft Skill Education and Financial Literacy to Community
Health Workers in India: A Quasi-Experimental Study. Research Square. 1-16.DOI:10.21203/rs.3.rs-
39717/v1
Siyal, F., Jiskani, S., Murtaza, A., Gul, A., Bhatti, S., Chandio, P., Dua E Suraya, S., Siyal, S., Nadeem, ., Abbas,
W., Shaikh, Z., Malik, E., Humayun, A., Shah, Q., & Shaikh, B. (2023b). Social Support Sources and
Its impact on Depression and Quality of Life Among University Students. Biological and Clinical
Sciences Research Journal, 2023(1), 408. https://doi.org/10.54112/bcsrj.v2023i1.408
Yadav, P., & Iqbal, N. (2009). Impact of Life Skill Training on Self-Esteem, Adjustment and Empathy Among
Adolescents. Journal of the Indian Academy of Applied Psychology, 35(10), 61–70.