Abstract

This study analyzes the current situation of life skills education for ethnic minority primary school students in the Central Highlands through experiential activities. The study employed document analysis and a questionnaire survey with 10 school managers and 120 primary school teachers. The findings show that primary schools have initially paid attention to developing plans, integrating life skills education into experiential activities, and using several active teaching methods. However, life skills education programs remain insufficiently specified according to grade levels, school sites, and students’ characteristics. The educational content still depends largely on textbooks for experiential activities and has not effectively incorporated local cultural and social contexts. In addition, forms of organization are mainly limited to school-based activities, while the assessment of students’ life skills remains weak due to the lack of appropriate criteria and tools.

Keywords: Ethnic minority students competencies, experiential activities, life skills education, mountainous areas, primary education.