Transforming lives: the influence of the revised HEC BS English curriculum on life skills development

This study examines the integration of life skills within the revised Higher Education Commission (HEC) curriculum for the BS English program in Pakistan, encompassing both compulsory and elective courses. It focuses on identifying the specific life skills addressed and evaluating the extent to which core competencies such as future-oriented learning, self-management, co-existence, personal well-being, and sustainable living are embedded in the curriculum. Utilizing a qualitative content analysis approach, the study applies the “Skills for Basic Education” framework to classify levels of life skills learning. The findings indicate that the curriculum supports learning efficiency, fosters creativity, and encourages the application of prior knowledge to promote innovation. However, essential life skills including self-esteem, emotional regulation, teamwork, resilience, health literacy, environmental responsibility, citizenship, and interpersonal relationships are insufficiently represented. This imbalance underscores a significant gap in preparing students to meet the complex demands of the 21st century. While the curriculum facilitates cognitive and academic development, its limited emphasis on psychosocial and interpersonal competencies suggests that students may not be fully equipped for real-world challenges. The study recommends the inclusion of diverse and contextually relevant resources, such as multimedia content and culturally appropriate literature, to enhance the development of holistic and practical life skills within the academic framework.