Life skills are recognized as essential psychosocial abilities that enable individuals to effectively manage the demands and challenges of everyday life. Adolescence, particularly the early–late adolescent phase (13–19 years), represents a critical developmental period during which these skills significantly influence mental health, academic adjustment, and social functioning. Contemporary education systems emphasize experiential and culturally responsive pedagogies to foster holistic development. In this context, traditional Indian narratives such as the Panchatantra, rooted in Indian Knowledge Systems (IKS), offer valuable pedagogical potential. The present study examined the effectiveness of a Panchatantra-based storytelling intervention in enhancing life skills among school-going adolescents. A quasi-experimental pre-test–post-test control group design was employed with a sample of 180 adolescents from co-educational schools in Jaipur, India. Participants were divided into an intervention group (n = 90) and a control group (n = 90). The Life Skills Assessment Scale (LSAS) was administered before and after the intervention. Statistical analysis using paired and independent sample t-tests revealed a significant improvement in overall life skills among adolescents exposed to Panchatantra narratives, while no significant change was observed in the control group. The findings underscore the effectiveness of culturally grounded storytelling as an experiential learning strategy aligned with the National Education Policy (NEP) 2020. The study highlights the potential of integrating Panchatantra-based modules into school curricula to promote adolescents' psychosocial competence, cultural rootedness, and mental well-being.
Sharma et al. (Mon,) studied this question.