the level of attention to life skills in the social sciences curriculum of elementary school from the perspective of teachers in sothern iran

Background: l ife s kills h elp t he i ndividuals i n d ifferentsituations to communicate with others desirably and appropriatelyand to learn how to access social services, environment, andparticipation in life-making decisions and activities. the aim ofthis study was to investigate the level of attention to life skillsin the social sciences curriculum of elementary schools from theperspective of teachers in sothern iran, shiraz, in the academicyear 2017-2018.methods: in this descriptive-analytical cross-sectional study, weselected 315 fourth, fifth, and sixth grade primary school teachersin shiraz by stratified random sampling method. a researchermadequestionnaire with two dimensions of purpose and contentof the curriculum with 26 questions was used. subjects wereasked to rate their views on each of the questions based on afive-point likert scale. the results were analyzed through onesamplet-test, independent t-test, and anova analysis usingspss22 software.results: based on the results, the educators believed that the levelof attention to life skills in the goals and content of the curriculumwas above average (p=0.001). also, there was no significantdifference between the views of male and female teachers on thelevel of attention to life skills in the social sciences curriculumin terms of objectives (p=0.793) and content (p=0.484).conclusion: since the main purpose of education is to helpstudents adapt to different living environments, the developmentof applied life skills curricula is essential for all students.