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Life Skills and Green Behavior: A Narrative Review

  • Maisnam Julia Devi* Maisnam Julia Devi Corresponding author Research Scholar Department of Psychology, Manipur University, Imphal India Maisnam Julia Devi ORCID Id ,  
  • Gangmumei Kamei Gangmumei Kamei Associate Professor Department of Psychology, Manipur University, Imphal India
Received: September 08, 2025
Accepted: November 20, 2025
Published: December 20, 2025
Volume: 1 (2) | Page: 34-43

Abstract

There is a growing interest in understanding how life skills education can foster pro-environmental behavior. Even with the progress being made, there is still a huge research gap. We examined 78 peer-reviewed studies published between 2003 and 2024 that focus on the link between life skills and environmentally sustainable behavior. While many believe that developing these skills can lead to meaningful changes in our environmental practices, we scrutinized the evidence available. This review prompts us to ask vital questions about this optimistic perspective and to investigate how life skills relate to sustainability.

By analyzing each key skill area, we strive to present a comprehensive overview of the findings and consider the challenges that might change our understanding of how life skills affect our relationship with the environment.

The WHO defined self-regulation as the ability to manage emotions and behaviors, while critical thinking entails assessing information to make accurate judgments. Communication skills refer to how individuals effectively express their thoughts and feelings through spoken and non-verbal means. Decision-making is a mental process of choosing the best course of action after careful thought. Interpersonal skills show how well individuals engage with others and connect positively. They grouped all these abilities under the category of core life skills.

We found that there is evidence that psychosocial competencies, specifically self-efficacy, emotional regulation, and structured problem solving, predict pro-environmental behaviors in a variety of cultural contexts. But these relationships are moderated by the socioeconomic status and dominant cultural values and the form of green behavior. It does not use TPB, SDT and Social Learning Theory (SLT) as the same theory, instead it handles differences and conflicts between the three. It ends with an integrative framework for future research and discussion, and identifies specific gaps that should be explored by future researchers.

Keywords: life skills, green behaviors, pro-environmental behaviors, self-efficacy, sustainability education

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