فهرست نشریات علمی دسترسی آزاد ایران

Life skills encompass a broad range of practical and essential abilities necessary for success in both current and future life. This study aims to conduct a comparative analysis of the objectives of life skills education curricula at the primary schools of Canada, Finland and Iran. This is a qualitatively comparative  reasearch using Bereday's four-stage approach. The strategy for selecting countries was "different social systems, similar educational outcomes." Data were collected through document analysis, using both primary sources (national curricula, upstream policy documents) and secondary sources (articles and books). The analysis was conducted using John Stuart Mill's method of agreements and differences. The findings revealed that life skills are emphasized in the upstream policy and national curricula documents of three countries, although Canada and Finland, unlike Iran, have aligned their goals with a global vision of lifelong learning. In Canada and Finland, life skills programs are directly integrated into the formal curriculum, whereas in Iran, they are mainly addressed implicitly, through integration with formal subjects or extracurricular activities. All three countries focus on cognitive, personal, and interpersonal life skills, but in Iran, there is an imbalance among these domains. Furthermore, there are significant gaps in Iran in terms of operationalizing life skills objectives in the real life of students. Therefore, it is recommended that Iranian educational planners focus on comprehensive, balanced, and practical life skills goals in the formal curriculum.