https://journals.umt.edu.pk/index.php/uer <p style="text-align: justify;">UMT Education Review is an open-access, double-blind peer-reviewed International journal published biannually by the Department of Education, University of Management and Technology. UER has a broad focus related to education development and change, especially occurring in the 21st century in the developing world.</p> Department of Education, School of Social Sciences and Humanities, University of Management & Technology, Lahore, Pakistan en-US UMT Education Review 2616-9738 <div class="panel panel-default copyright"> <div class="panel-body"><a href="https://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;"><em>UER </em>follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a>&nbsp;(<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY 4.0</a>) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.</p> <p>Copyright (c) The Authors</p> </div> </div> https://journals.umt.edu.pk/index.php/uer/article/view/7487 <p>In the 21st century, schools around the world are expected to focus on the holistic development of children, inclusive of non-cognitive domains, such as Social and Life Skills (SLSs), since they can enable students to demonstrate social adaptability. International large-scale assessments emphasise non-cognitive domains, globally. Similarly, Pakistan and other developing countries consider the non-cognitive domain in educational policies to be important; however, little is known about the schools developing SLSs among students. This study aims to present evidence around schools promoting SLSs. The research employs a qualitative design, with the sample being selected purposively: students (16), teachers (8), and head teachers (4). Qualitative individual and group interviews were conducted and analysed thematically. The findings reveal that schools seem not to promote SCs and LSs among students explicitly, however, schools implicitly provide certain avenues for promoting such. Particularly, teachers have the power to stimulate social and life skills as teachers are considered role models for students. Moreover, the paper highlighted the unintended contribution of students’ socioeconomic status in the development of their SCs and LSs. Finally, it presents the implications and recommendations for policy, practice, and future research.</p> Nashra Mujeeb Copyright (c) 2025 UMT Education Review 2025-11-19 2025-11-19 8 2 01–23 01–23 10.32350/uer.82.01