Life Skills Acquisition among Algerian Secondary Students: Gender and Grade-Level Differences within a Sustainable Education Framework

Abstract This study explores life-skills acquisition among secondary school students in Ouargla Province, Algeria, within the framework of Education for Sustainable Development (ESD). Using a descriptive-comparative design, a validated questionnaire assessed four domains: physical, cognitive, psychological/ethical, and teamwork skills. Overall life-skills levels were moderately high, with psychological/ethical competencies strongest and cognitive skills least developed. Gender differences emerged: males scored higher in physical and cognitive domains, whereas females excelled in psychological/ethical and teamwork skills. Students at higher academic levels outperformed peers across all domains, confirming a positive association between school progression and life-skills growth. These findings reveal uneven skill distribution and highlight the need for gender-responsive, developmentally progressive pedagogies. Integrating structured life-skills programs into Algerian secondary education can enhance critical thinking, collaboration, and responsible citizenship, thereby supporting Sustainable Development Goal 4 and advancing national efforts toward a more sustainable society.