Bridging the Gap: School-Based Interventions for Adolescent Life Skill Development in Kosovo

Abstract

This paper examines the impact of curriculum intervention on life skills and personal development among Kosovo school students. The study responds to the educational shift towards competence-based learning outlined in the new Kosovo curriculum. The research follows a mixed-method approach, combining qualitative and quantitative methods to assess the intervention. The study was conducted in three urban and rural schools, and the intervention utilized the FACE and PEACOCK programs, focusing on diverse Life Skills, including decision-making, emotional regulation, and interpersonal communication. 1022 students aged 8 to 16 participated in the pre-test phase, followed by a post-test survey with 1245 students after nine months of program implementation. Findings indicate significant improvements in students' self-assessment of Life Skills, particularly in areas such as interpersonal communication and conflict management. Teacher perspectives, gathered through surveys and observations, highlight positive attitudes towards the program's methodologies, emphasizing their perceived impact on both student and Personal Development. This study contributes to the evidence base for advocating for integrating Life Skills into educational curricula to enhance holistic student development and prepare them for future challenges. The findings highlight the need for ongoing support and improvement of educational interventions to develop essential Life Skills in diverse educational contexts. Future research should focus on longitudinal impacts and scalability of such interventions across the educational system.