A phenomenological study with science teachers within the framework of discourse analysis on life skills

The aim of this study is to examine the definitions of the concept of life skills in the literature, identify its dimensions, and conduct an in-depth analysis of science teachers' perspectives on these dimensions within the framework of the interpretative phenomenological approach. Initially, the study explores and discusses the definitions, historical development, and treatment of the concepts of skills and life skills across different disciplines. A literature review was conducted using the PRISMA protocol, and definitions of life skills were compiled from academic sources. These definitions were analyzed through thematic discourse analysis to determine the dimensions through which life skills are defined in the literature. Subsequently, the study investigates how science teachers perceive these dimensions in definitions of life skills. In this context, semi-structured interviews were conducted with science teachers working in the province of Burdur. The data obtained from the interviews were analyzed using content analysis and descriptive analysis techniques. Finally, the study examines how the theoretical framework of life skills intersects with teachers' perspectives and experiences. The findings indicate that life skills are conceptualized in four main dimensions: target audience, context, purpose, and conceptual structure. In the target audience dimension, the study evaluates how individuals, including children, adolescents, adults, and teachers, relate to life skills. The context dimension explores how life skills gain meaning in different settings such as school, home, and the workplace. The purpose dimension highlights the functions of life skills in relation to informed decision-making, problem-solving, enhancing academic success, and supporting psychological well-being. In the conceptual structure dimension, interdisciplinary differences and variations in discourse are identified as key determinants. The research findings suggest that life skills possess a broad, interdisciplinary, and multidimensional theoretical structure and are context-sensitive, evolving and adapting to different environments. Teachers' experiences provide valuable insights into the practical application of these skills in real-world settings. Both the literature and teachers' perspectives underscore the critical role of life skills in an individual's personal development, professional success, and social adaptation. The interdisciplinary diversity and multidimensionality of the life skills concept highlight the need for systematic approaches to integrating, developing, and fostering these skills in educational settings and curricula.