CURRENT SITUATION AND ORIENTATIONS FOR IMPROVING THE EFFECTIVENESS OF LIFE SKILLS EDUCATION FOR LOWER SECONDARY SCHOOL STUDENTS IN THANH HOA PROVINCE

Abstract

This study surveyed 256 administrators and teachers from 12 lower secondary schools located in urban, rural, and mountainous areas of Thanh Hoa Province to examine the current situation of life skills education for students. The primary research method was a questionnaire survey. The questionnaire items were designed using a three-point Likert scale ranging from low to high levels and were converted into scores from 1 to 3 in ascending order according to the content of each topic. The overall scale achieved a Cronbach’s alpha of 0.869. The findings indicate that life skills associated with teaching and educational activities receive greater attention than survival, safety, and economic-financial skills. The various areas of life skills education have been implemented relatively comprehensively. However, curriculum design, instructional material development, coordination among educational stakeholders, and policies at both the educational sector and school levels regarding life skills education remain more limited compared to other areas. Differences were identified among schools in urban, rural, and mountainous regions, resulting in three distinct models of life skills education for lower secondary school students corresponding to these geographical contexts. The research findings have practical significance in providing a scientific basis for schools and educational management agencies to identify priority areas, refine the curriculum, strengthen coordination among educational stakeholders, and develop solutions to enhance the effectiveness of life skills education for lower secondary school students in a manner appropriate to the economic, cultural, and social conditions of each locality.