Bridging the Gap: School-Based Interventions for Adolescent Life Skill Development in Kosovo
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| Title: | Bridging the Gap: School-Based Interventions for Adolescent Life Skill Development in Kosovo |
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| Language: | English |
| Authors: | Majlinda Gjelaj, Blerta Perolli Shehu, Doris Kuhn, Wiltrud Weidinger Meister, Hana Zylfiu Haziri |
| Source: | Journal of Social Studies Education Research. 2025 16(2):104-129. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Daily Living Skills, Adolescent Development, Interpersonal Communication, Communication Skills, Conflict Resolution, Problem Solving, Self Motivation, Student Behavior, Elementary Secondary Education, Self Concept, Competence, Teacher Attitudes, Learner Engagement, Gender Differences, Age Differences, Place of Residence, Program Effectiveness |
| Geographic Terms: | Kosovo |
| ISSN: | 1309-9108 |
| Abstract: | This study aims to examine the impact of a school-based intervention on life skills and personal development among adolescents in Kosovo. It responds to the educational shift toward competence-based learning outlined in the new Kosovo curriculum. The research adopts a quasi-experimental design with pre-and post-tests to examine changes in students' self-perceived competencies across five life skills: interpersonal communication, conflict management, problem-solving, initiative-taking, and following instructions. The intervention was implemented in three schools using the FACE and PEACOCK programs, which were integrated into daily teaching practices. A total of 1,018 students (pre-test), aged 8 to 16, and 1,245 students (post-test) participated, along with 50 teachers trained in the program. Results show significant improvements in students' self-perception of competencies, especially in interpersonal communication and conflict management, with moderate gains in problem-solving and initiative-taking. Teacher feedback, gathered through surveys and observations, highlights positive changes in student's adaptability and classroom engagement. These findings reinforce the importance of integrating life skills into educational curricula to enhance holistic student development and bridge the gap between academic knowledge and personal competence. The authors recommend future research that includes longitudinal studies and examines the potential for expanding such interventions throughout pre-university education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478313 |
| Database: | ERIC |
| Abstract: | This study aims to examine the impact of a school-based intervention on life skills and personal development among adolescents in Kosovo. It responds to the educational shift toward competence-based learning outlined in the new Kosovo curriculum. The research adopts a quasi-experimental design with pre-and post-tests to examine changes in students' self-perceived competencies across five life skills: interpersonal communication, conflict management, problem-solving, initiative-taking, and following instructions. The intervention was implemented in three schools using the FACE and PEACOCK programs, which were integrated into daily teaching practices. A total of 1,018 students (pre-test), aged 8 to 16, and 1,245 students (post-test) participated, along with 50 teachers trained in the program. Results show significant improvements in students' self-perception of competencies, especially in interpersonal communication and conflict management, with moderate gains in problem-solving and initiative-taking. Teacher feedback, gathered through surveys and observations, highlights positive changes in student's adaptability and classroom engagement. These findings reinforce the importance of integrating life skills into educational curricula to enhance holistic student development and bridge the gap between academic knowledge and personal competence. The authors recommend future research that includes longitudinal studies and examines the potential for expanding such interventions throughout pre-university education. |
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| ISSN: | 1309-9108 |
