Formation of Life Skills in Students by Future Teachers

Abstract

The formation of life skills in students has become one of the priority directions of modern education, since the school is expected to prepare learners not only for academic achievement, but also for productive, responsible, and adaptive participation in social life. In this context, the professional training of future teachers acquires special significance, because it is the teacher who organizes the educational environment in which students learn communication, decision-making, self-regulation, cooperation, critical thinking, and responsible behavior. This article examines the theoretical and practical foundations of forming life skills in students through the pedagogical activity of future teachers. The study aims to substantiate the pedagogical conditions, methodological approaches, and professional competencies necessary for future teachers to integrate life-skills development into the educational process. The research is based on an analysis of pedagogical, psychological, and methodological literature, as well as on the conceptual interpretation of competency-based, personality-oriented, and activity-based approaches. The findings show that the effective formation of students’ life skills depends on the readiness of future teachers to design educational situations that promote reflection, social interaction, independent choice, and problem-solving. It is argued that teacher education programs should purposefully develop future teachers’ methodological, communicative, ethical, and reflexive competences. The article concludes that life-skills education is not an auxiliary component of schooling, but a core dimension of holistic personality development, and that future teachers must be prepared to implement it systematically in both classroom and extracurricular contexts.