Year: 2026
Type: article
Abstract: Education systems worldwide are increasingly embedding skills and competencies into their curricula to equip children and young people for a rapidly changing society. In Norway, this emphasis is reflected in the LK20 curriculum reform, where life skills are included as part of the interdisciplinary topic Health and Life Skills. This study investigates how life skills are conceptualized in Norwegian national policy through a qualitative content analysis of key policy documents, examining the rationale and aims of their inclusion, their alignment with broader educational aims, and the evolution of the concept over time. Findings show that life skills are positioned in Norwegian policy both as a response to societal change, challenges, and future needs, and as part of broader educational aims related to personal development, responsible citizenship, and future preparedness. The concept has evolved from broad ideals to operational competencies, including health, decision making, critical thinking, and social and emotional competence. This development reflects a hybrid policy logic in which holistic educational aims coexist with instrumental objectives, revealing tensions between broader educational purposes and outcome-driven approaches. Understanding these dynamics is essential for recognizing life skills as a fluid curricular construct shaped by policy discourse and societal change.
Source: Journal of Curriculum Studies
Author: Lone Hvalby
Institution: University of Stavanger
Language: English
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: Universitetet i Stavanger
OpenAlex ID: W7219627500