Understanding Educators’ Views on Transferable Skills: A Qualitative Exploration of High School Teachers’ Perspectives (Case of Georgia)
This qualitative study delves into high school teachers’ perceptions regarding the importance of developing transferable skills among students. Conducted with a sample of 24 educators from two private high schools in Georgia, the research utilized semi-structured interviews to gather in-depth insights into teachers’ attitudes and practices related to transferable skills. Employing thematic analysis, the study identifies prevalent themes around the integration and significance of these skills within educational contexts. Results indicate that while teachers recognize the critical role of transferable skills for student success, they encounter various challenges such as curriculum constraints and insufficient resources. The study underscores the necessity for enhanced professional development and systemic support to better facilitate the inclusion of transferable skills in educational practices.
Keywords: Transferable skills, thematic analysis, high school, Constructivist Theory, 21st-century skills.
