Asian Journal of Education and Social Studies

Primary education constitutes the bedrock of lifelong learning, and the quality of instruction during these formative years exerts a profound influence on children’s cognitive, social, and emotional trajectories. Despite the substantial body of literature affirming the centrality of teacher quality in determining educational outcomes, there remains a notable lacuna in scholarly attention devoted to the systematic integration of life skills within teacher training programmes designed specifically for primary educators. This review examines theoretical frameworks, empirical evidence, and practical models associated with life skills–integrated teacher training, exploring how the deliberate incorporation of competencies such as self-regulation, empathy, effective communication, critical thinking, and reflective practice may substantially enhance teaching effectiveness at the primary level. Drawing on peer-reviewed literature from 2005 to 2026, complemented by seminal classical works in education and psychology, the review synthesises evidence from varied international contexts to address questions of curriculum design, pedagogical strategy, implementation feasibility, and measurable outcomes. Findings indicate that teachers who receive structured preparation in life skills demonstrate enhanced instructional quality, stronger pupil relationships, improved classroom management, and greater professional resilience. The review further identifies institutional, cultural, and systemic barriers that impede the mainstreaming of life skills within formal teacher education, whilst foregrounding the conditions that enable sustainable integration. Policy implications are drawn for teacher education boards, curriculum development bodies, and school leadership, with particular emphasis on contexts where life skills integration remains nascent.