Understanding Life Skills Development in Indonesian Primary Education: A Qualitative Study of Perceptions, Practices, and Challenges Among Teachers and Pre-Service Teachers
DOI:
https://doi.org/10.37134/trij.vol2.sp.14.2026Keywords:
Life skills education, Primary school teachers, Qualitative study, SDG 4Abstract
Life skills education plays a crucial role in supporting students’ holistic development in primary education; however, its implementation remains insufficiently understood in the Indonesian context. This study aims to explore teachers’ and pre-service teachers’ perceptions, practices, and challenges in developing life skills in Indonesian primary schools. A qualitative approach was employed using focus group discussions as the primary data collection method. The study involved 20 participants, including ten pre-service teachers, three early-career teachers, and seven experienced teachers from various districts in West Java, Indonesia. Data were analyzed using thematic analysis to identify key patterns and themes. The findings reveal several important insights. First, participants demonstrated varying understandings of life skills, ranging from basic academic competencies among pre-service teachers to more holistic, character-integrated perspectives among experienced teachers. Second, life skills were generally implemented implicitly through classroom practices such as collaborative learning, habituation of positive behaviors, and extracurricular activities, rather than through structured and explicitly designed instructional strategies. Third, multiple challenges were identified, including limited conceptual clarity, the absence of practical guidelines, time constraints, and the predominance of academically oriented curriculum demands. In addition, participants highlighted both opportunities and concerns related to technology integration, particularly regarding its role in enhancing learning while potentially affecting students’ social behavior. Overall, the findings indicate that life skills education in Indonesian primary schools is not yet systematically integrated into teaching practices. The study underscores the need for more structured pedagogical approaches, targeted teacher training, and supportive school policies to strengthen the development of life skills in a more consistent and sustainable manner.
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Copyright (c) 2026 Tb. Moh. Irma Ari Irawan, Nandang Rusmana, Ahman, Ilfiandra, Yusi Riksa Yustina, Eka Sakti Yudha, Sheva Anela Tanu Praditha, Renata Nur Aziizah (Author)
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