In today's rapidly evolving educational landscape, the primary focus has traditionally been on imparting knowledge and information. Student success was often measured by their ability to excel in examinations, achieve academic accolades, and pursue careers requiring specialized knowledge in a specific field. However, this paradigm is shifting. Education is no longer confined to textbooks and conventional classrooms. It is imperative for students to not only excel academically but also master the art of living.Life skills, often called soft skills or essential skills, are gaining prominence as an integral component of education. These abilities behaviors, and knowledge extend beyond academic disciplines and equipment for navigating the real- world problems. While academic knowledge remains undeniably important, life skills provide the foundation for leading successful, fulfilling lives. The realization that students need more than just scholastic achievement has led to a reinterpretation of educational goals. This research tries to examine the significance of life skills in education, their multifaceted nature, and their capacity to prepare students for success in a society that values practical knowledge, interpersonal skills, and adaptability as much as academic knowledge. By examining communication skills, problem-solving techniques, financial literacy, time management, emotional intelligence, and digital literacy, we will explore how these components of life skills are the cornerstone of overarching education.The study focused on Class XII students from two higher secondary schools in Aizawl District. A sample of 150 students (68 male, 82 female) were randomly selected from the population. A self-developed questionnaire was administered to the students during classroom visits. Responses were kept confidential. Statistical techniques such as mean, standard deviation, and t-tests were employed for data analysis and assess life skills awareness of each respondent.The analysis revealed that significant differences were found among male and female students in effective communication skills, accompanied by higher scores of male students. However, no significant differences were found between male and female students in critical thinking skills. Additionally, no noteworthy variations were observed among students from nuclear and joint families in any of the assessed life skills. While this study offers insightful information about life skills awareness among higher secondary students, more investigation or research is needed to explore the factors influencing the development of these skills in order to cultivate effective strategies for incorporating them into educational curricula. By emphasizing the importance of life skills, educational institutions can empower students to navigate the challenges of the 21st century and lead successful, fulfilling lives.
