DEVELOPMENT OF PRACTICAL COMPETENCIES AIMED AT ENSURING THE BALANCE OF EDUCATION, WORK, AND PERSONAL LIFE IN STUDENTS

Authors

  • Turg'unova Sayyoraxon Muzaffarovna Teacher at the Department of Preschool, Primary, and Special Education Methodology, Andijan Region Center for Pedagogical Excellence

Keywords:

practical competencies, student balance, time management, stress management, work-life balance, education, personal life, self-advocacy, communication skills, student well-being, academic success, mentorship, experiential learning, institutional support

Abstract

This article explores the development of practical competencies essential for students to maintain a healthy balance between education, work, and personal life. It highlights key skills such as time management, stress management, effective communication, self-advocacy, and goal setting. The piece also discusses strategies for fostering these competencies through curriculum integration, mentorship, technology use, and experiential learning. Additionally, it emphasizes the critical role of educational institutions in creating supportive environments that accommodate students’ diverse responsibilities, ultimately promoting their academic success and overall well-being.

Downloads

Download data is not yet available.

References

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410.

Johnson, N., Veletsianos, G., & Seaman, J. (2020). US faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6-21.

Kearns, H., & Gardiner, M. (2007). Strategies for managing time and work commitments of university students: The role of technology. Journal of Further and Higher Education, 31(3), 285-298.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2011). Student success in college: Creating conditions that matter. Jossey-Bass.

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768.

Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.

Downloads

Published

2025-09-02

How to Cite

Turg'unova Sayyoraxon Muzaffarovna. (2025). DEVELOPMENT OF PRACTICAL COMPETENCIES AIMED AT ENSURING THE BALANCE OF EDUCATION, WORK, AND PERSONAL LIFE IN STUDENTS. Journal of Applied Science and Social Science, 15(08), 621–626. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/1692

Issue

Vol. 15 No. 08 (2025): Volume 15 Issue 08

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.