In a world where young people pick up “life lessons” from home, peers, media, and society, the series asked a big question: What is the teacher’s role today, and how do we shape approaches that truly guide the next generation on the right path?

On 19–21 August 2025, eMsingi’s Life Skills / Values-Based Education (VBE) pillar brought together educators for a three-day Teachers’ Learning Series with one clear aim: to make life skills practical, relevant, and engaging for 21st-century learners. Day one, led by Mr. Caleb Kandagor, Doctoral Fellow, School of Humanities and Social Sciences, painted teachers as the living bridge in a child’s growth, linking families, schools, and communities. The conversations dug deep into what it means to truly know your learners: their backgrounds, their struggles, their hopes. Teachers reflected on how their own words, choices, and actions silently become the lessons students carry with them. Skills such as critical thinking, empathy, civic engagement, communication, collaboration, and problem-solving were presented not as add-ons to the syllabus, they were shown as daily rhythms of teaching and learning.

Day Two shifted from reflection to action. Dr. Alfred Kitawi (Director, Centre for Education Research, Strathmore University) introduced Action Research as a practical engine for change. The teachers worked through an iterative cycle where they identified a real classroom problem, designed a response, and tested out the responses, gathered evidence, and reflected on what shifted. The exercise was tied directly to Community Service Learning (CSL), grounding classroom lessons to real community issues and the values behind them. By the end of the day, they had problem statements rooted in their own contexts, action steps mapped out, clear roles for those involved, and practical plans for documenting and reflecting once back in their schools.

The final day brought everything full circle. Guided by Ms. Margaret Kariuki, the focus turned to Community Service Experiential Practice, which is the art of turning projects into true learning experiences. They began with the classroom itself—the child’s very first community. Here, good management and a healthy climate aren’t just about order; they’re about modelling values, nurturing life skills, and creating a culture where every learner feels they belong. From there, the conversations expanded outward: how schools can become hubs of civic education, how collective responsibility strengthens bonds, and how the CBC’s vision of problem-posing education challenges students to think critically, act responsibly, and care for the world beyond the school gate.

Over the three days, a common thread emerged: life skills are not a separate subject but a way of doing school. Participants left with ready-to-use strategies, Action Research tools, and classroom ideas that tie values to real-world application. The emphasis on evidence through reflective diaries, peer feedback, and simple portfolios means teachers can see and show what’s changing for their learners.

The real test isn’t waiting for the future, it’s already happening in classrooms. With fresh knowledge and practical tools, teachers are rethinking how they guide their learners. They’re making more thoughtful choices, creating lessons that feel alive, and helping students connect values to everyday life. Educators have returned to their classrooms to test their plans and gather evidence, and they will reconvene on 4 November to share what they tried, what worked, what didn’t, and what comes next.

Article written by Elizabeth Radina