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Review Article | DOI: https://doi.org/10.31579/2637-8892/352
1Assistant Professor, Department of Psychology, Jamia Millia Islamia (JMI), Jamia Nagar, Okhla, New Delhi-110025, India
2Hira Musarrat, M.A Applied Psychology, Jamia Millia Islamia (JMI), Jamia Nagar, Okhla, New Delhi-110025, India.
*Corresponding Author: Abid Husain, 1Assistant Professor, Department of Psychology, Jamia Millia Islamia (JMI), Jamia Nagar, Okhla, New Delhi-110025, India.
Citation: Abid Husain, Hira Musarrat, (2025), Life Skills Education for the 21st Century: Systemic Strengths in Finland and Australia versus India’s Implementation Gaps, Psychology and Mental Health Care, 9(8): DOI:10.31579/2637-8892/352
Copyright: © 2025, Abid Husain. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Received: 01 November 2025 | Accepted: 14 November 2025 | Published: 21 November 2025
Keywords: : life skills education (lse); socio-emotional competencies (sec); problem-solving abilities (psa); career readiness (cr)
This paper compares Life Skills Education (LSE) in Finland, Australia, and India, focusing on socio-emotional competencies (SEC), problem-solving abilities (PSA), and career readiness (CR). Drawing on a narrative review of research, policy documents, and international benchmarks (PISA, OECD SSES), it identifies two effective implementation models. Finland embeds life skills across subjects and relies on highly trained teachers with professional autonomy, enabling context-sensitive classroom practice. Australia employs structured, evidence-based social and emotional learning programs, fidelity monitoring, and vocational pathways to scale impact and align schooling with labour-market needs. In contrast, India’s National Education Policy 2020 and UNICEF/NCERT frameworks set strong goals but face delivery challenges: limited teacher preparation, weak infrastructure, an exam-focused assessment culture, and unequal access that limit consistent LSE in classrooms. The paper argues that India’s problem is implementation rather than policy design and recommends practical reforms: accredited LSE teacher certification, integration of life skills across curricula, low-stakes formative assessments, and targeted infrastructure investment for disadvantaged schools. Grounded in comparative lessons from Finland and Australia, these measures aim to help India scale meaningful LSE and better prepare students for 21st-century economic participation.
Life Skills Education (LSE) has become central to preparing students for the challenges of the 21st century, equipping them with socio-emotional competencies (SEC), problem-solving abilities (PSA), and career readiness (CR). While global policy frameworks increasingly emphasize these skills, implementation varies sharply across contexts. High-performing education systems such as Finland and Australia demonstrate strong integration of LSE into schooling, while India continues to face significant delivery gaps despite ambitious reforms. Finland’s approach is based on transversal competences embedded across all subjects and supported by highly trained teachers who enjoy professional autonomy. Australia, by contrast, relies on structured, evidence-based programs with strong implementation fidelity, accountability, and vocational pathways to align education with labour-market needs. Both models have shown consistent effectiveness in strengthening socio-emotional and cognitive outcomes. In India, however, systemic weaknesses such as limited teacher capacity, infrastructure deficits, exam-focused assessment, and equity gaps have created a wide gulf between the aspirations of the National Education Policy (NEP 2020) and classroom realities. This paper draws on a narrative review of literature, policy documents, and international benchmarks to compare these three contexts. The objectives are to (1) map effective features of the Finnish and Australian models,(2) diagnose India’sstructural barriers, and (3) propose feasible reforms. Section II defines key concepts, Section III outlines the review protocol, Sections IV–VI present country analyses, and the paper concludes with comparative insights and recommendations.
LifeSkills Education (LSE)serves as a broad conceptual umbrella, encompassing a variety of crucial non-cognitive and transferable skills necessary for navigating modern life. Globally, these skills are often referred to by diversesynonyms such as “transferable skills,” “21st-century skills,”“soft skills,” and “socio-emotional skills”(UNICEF, n.d.; UNESCO-UNEVOC, n.d.). The World Health Organization (1993) defines life skills as abilities that enable individuals to adapt and respond effectively to the demands and challenges of everyday life, highlighting their centrality in education and health promotion. Similarly, a recent scoping review emphasizes that life skills are closely linked to multiple domains of well-being, including psychological, cognitive, physical, social, and emotional development (BMC Public Health, 2023). Given this terminological overlap and multidimensional scope, establishing a clear definition of LSE is essential for comparison across national education systems.
The narrative review focuses on three interrelated, measurable outcomes.
Cross-national analysis requires reliable, comparable data that measures educational outcomes rather than just policy inputs. The Organisation for Economic Co-operation and Development (OECD) provides two vital tools for this purpose.
Assessing the qualitative nature of life skills presents a critical challenge worldwide, particularly in systems dominated by high-stakes testing (OECD, 2023a). The inability to objectively quantify these outcomes often results in their de-prioritization within the curriculum, which further exacerbates structural barriers to Life Skills Education (LSE) implementation (OECD, 2023b).
Life skills are inherently subjective and qualitative, complicating the development of effective measurement tools (OECD, 2023a). In systems focused heavily on summative assessments and rote learning, skills that are difficult to evaluate objectively such as socio-emotional competencies (SEC) and complex problem-solving abilities (PSA) are often neglected in favor of testable academic content. This creates a fundamental structural barrier to integrating LSE effectively (OECD, 2023b).
International studies have developed validated psychometric instruments to evaluate adolescents’ social and emotional development. For social competence, tools such as the Social Skills Rating System (SSRS) and the Adolescent Multidimensional Social Competence Questionnaire (AMSCQ) are widely used, capturing dimensions such as cooperation, empathy, assertion, and self-control (Miller et al., 2015). Emotional competence is often measured using instruments derived from emotional intelligence models, including the Trait Meta-Mood Scale (TMMS) and the Toronto Alexithymia Scale(TAS-20) (Salovey et al., 1995; Bagby et al., 1994).
Problem-solving assessment is context-dependent, and several tools have been adapted for specific age groups. For younger populations, the RAPS-K has been designedto assess verbal problem-solving skills with age-appropriate language and cognitive demands (Groeben & Scheele, 2000). At the tertiary level, the OECD has developed the Assessment of Higher Education Learning Outcomes (AHELO) to evaluate critical thinking and problem-solving among university students (OECD, 2013). For secondary school students, however, PISA data continues to serve as the most widely accepted proxy for cross-national comparison of high-level cognitive and problem-solving skills (OECD, 2023a).
Career readiness frameworks aim to align educational outcomes with employer expectations. The OECD’s Career Readiness project utilizes longitudinal cohort studies, including PISA data on guidance and career-related activities, to identify how teenage career exploration contributes to better employment outcomes in adulthood (OECD, 2021). Additionally, the National Association of Colleges and Employers (NACE) providesa validated framework of competencies including critical thinking, teamwork, and professionalism that define career readiness and help bridge the gap between education and labor market needs (NACE, 2024).
This study used a narrative review approach guided by the PICO framework to structure the research question and PRISMA principles to ensure transparency in study selection
The PICO framework dissects the complex research question into four manageable components, providing conceptual clarity and specificity. The detailed application is summarized below:
| Element | Description | Search Terms/Concepts (Integrated) |
| P (Population) | Primary andSecondary School Students (Ages 6–18) in Compulsory Education | "student*" OR "adolescent*" OR "school child*" OR "primary education" OR "secondary education" |
| I (Intervention) | Life SkillsEducation (LSE) Programs / Social-Emotional Learning (SEL) | "life skills" OR "socio-emotional learning" OR "SEL" OR "21st century skills" OR "transferable skills" |
| C (Comparison) | Cross-National (Finland/Australia vs.India) or Intervention vs. Control | "India" OR "Indian school" OR "NCERT" OR "CBSE" AND "Finland" OR "Australia" OR "OECD" |
| O (Outcomes) | Improvement in Socio-Emotional Competencies (SEC), Problem-Solving Abilities (PSA), and Career Readiness (CR) | "socio-emotional competence" OR "problem-solving" OR "critical thinking" OR "career readiness" OR "employability" |
Table 1: PICO Framework for LSE Comparative Effectiveness Review
B. Search Strategy
A robust search strategy involves combining the PICO elements using Boolean operators (AND, OR) to ensure both comprehensiveness and relevance.
1. Databases: The search must span academic databases such as PubMed, Scopus, ERIC as well as specialized sources including the OECD library, WHO, UNICEF, World Bank, and national
educational research repositories.
2. Search Term Structure: The strategy will utilize three blocks combined by AND operators: (1) Population/Setting terms AND (2) Intervention/Synonym terms AND (3) Outcome terms.
Furthermore, a fourth block combining specific country contexts ("India" AND "Finland" OR "Australia") will be used for comparative studies.
○ Conceptual Search String Example: (("life skills" OR "SEL" OR "21st century skills") AND
("problem-solving" OR "career readiness" OR "socio-emotional competence") AND
("effectiveness" OR "evaluation") AND ("India" OR "Finland" OR "Australia"))
3. Grey Literature Search (India Specific): A critical component of this review is the targeted
search for grey literature in India, defined as non-peer-reviewed but authoritative documents.4 This includes CBSE teacher manuals, NCERT journals, NGO reports, and policy documents from specific states (e.g., Andhra Pradesh, Bihar, Maharashtra). This specialized search is necessary to capture the reality of LSE implementation, addressing the crucial gap between national policy and local practice, which is often detailed in localized dissertations and institutional reports.
Inclusion and Exclusion Criteria Inclusion Criteria
Eligible studies focused on children and adolescents aged 6–18 years within compulsory
education. Priority was given to empirical designs, including randomized controlled trials (RCTs), quasi-experimental studies with comparison groups, and controlled observational studies. High-quality comparative descriptive analyses and evaluative grey literature were also considered. Interventions had to involve structured life skills education (LSE) or social and emotional learning (SEL) curricula, whether integrated into broader teaching (e.g., Finland’s transversal competences) or delivered as stand-alone programs. To reflect contemporary curriculum reforms, only studies published in English from 2005 onwards were included.
Exclusion Criteria
Studies were excluded if they lacked empirical evaluation of outcomes, were situated solely in clinical or community settings outside of compulsory schooling, or targeted exclusively special needs populations. These criteria ensured the review’s focus on mainstream LSE program effectiveness.
Screening and Transparency
The process followed PRISMA 2020 principles for clarity in eligibility decisions. As this is a narrative review, no formal flowchart or numerical tally was included, but the selection process was documented transparently
Comparative Orientation
Finland and Australia were positioned as OECD benchmarks with strong implementation capacity, while India was examined as a resource-constrained system. This framing enabled diagnostic comparison of policy intent and delivery gaps
Finland’s international educational success is closely linked to its holistic approach to student well-being and skills development, which is embedded in its Life Skills Education (LSE) model.
A. Policy Integration: Transversal Competences as the Curriculum Backbone
LSE in Finland is not treated as a standalone subject but is woven throughout all areas of learning. This is achieved through the Transversal Competences framework introduced in the 2014 reform of the National Core Curriculum for Basic Education (Finnish National Agency for Education, n.d.). These competences are designed to ensure that life skills are integrated across subjects and applied in daily life, work, and citizenship (NCEE, n.d.).
1. Curriculum Structure
The curriculum mandates that every subject from mother tongue and literature to mathematics, arts, and health education actively promotes transversal competences. These include: (1) thinking and learning to learn, (2) cultural competence, interaction, and self-expression, (3) managing daily life, (4) multiliteracy, (5) ICT competence, (6) working life competence and entrepreneurship, and (7) participation and building a sustainable future (Finnish National Agency for Education, n.d.; NCEE, n.d.).
2. Holistic and Future-Oriented Education
By embedding these competencies within the core curriculum, Finland positions life skills on equal footing with academic knowledge. This integration is supported by a trust-based
professional culture where teachers are given autonomy and accountability without the burden of excessive standardized testing (Sahlberg, 2007; Lutovac et al., 2024). As a result, the Finnish system prioritizes both academic achievement and student well-being, demonstrating that a balanced approach can strengthen long-term educational outcomes.
B. Pedagogical Model: Teacher Autonomy, Research-Based Training, and Implementation Fidelity
The efficacy of Finland’s integrated LSE model rests heavily on the expertise and autonomy afforded to its teachers.
Teacher Expertise as the Lever
Finnish teachers are required to complete a Master’s degree in education, combining strong academic foundations with advanced pedagogical training. This preparation is highly research-driven and includes long-term teaching practices, often lasting a full academic year, which equip teachers with both theoretical knowledge and classroom experience (Sahlberg, 2007; Darling-Hammond, 2017). The rigorous preparation process has been widely credited with ensuring that Finland’s teaching profession maintains high competence and social prestige.
Autonomy and Flexibility
Teachers in Finland enjoy significant professional autonomy, allowing them to design lessons, choose teaching methods, and adapt assessments to the needs of their students. This flexibility is particularly critical for Life Skills Education (LSE), as soft skills such as socio-emotional learning and problem-solving cannot be effectively delivered through rigid, standardized methods (Finnish National Agency for Education, n.d.; Lutovac et al., 2024).
Implementation Fidelity
The success of Finland’s integrated LSE framework depends not only on curriculum design but also on implementation fidelity, which is safeguarded by a trust-based system that empowers highly qualified teachers to carry out national goals with professional discretion (Sahlberg, 2007). High teacher capacity and systemic trust ensure that transversal competences are not diluted into superficial coverage but are embedded meaningfully in everyday teaching practices. Without this robust teacher input, Finland’s holistic approach would risk losing coherence and effectiveness.
C. Evidence of Effectiveness in SEC and PSA (Leveraging PISA/OECD Data) PISA Outcomes
Finland is consistently recognized for its strong performance in international assessments
such as the Programme for International Student Assessment (PISA), which reflects the
country’s robust foundation in cognitive skills and problem-solving abilities (OECD, 2023a). This outcome aligns closely with the curriculum’s explicit emphasis on thinking and learning to learn as one of the transversal competences embedded in the National Core Curriculum (Finnish National Agency for Education, n.d.).
Career Readiness Outcomes (Tertiary Attainment)
The strong Life Skills Education (LSE) foundation in Finland also translates into career readiness and educational attainment. Finland maintains a tertiary completion rate slightly above the OECD average, suggesting that its integrated model supports long-term outcomes (OECD, 2023b). Although recent data show a decline in tertiary attainment among young adults, rising unemployment remains most pronounced among those without upper secondary education, underscoring the protective role of comprehensive skills development (OECD, 2023c). Moreover, the benefits of tertiary education significantly narrow the gender employment gap, highlighting the importance of a strong educational foundation supported by life skills (OECD, 2023c).
Australia applies a more structured and outcomes-focused approach to LSE, combining mandated curriculum content with evidence-based implementation
A. Curriculum Framework: Explicit Integration of SEL and VET Programs
The Australian Curriculum (Version 9.0) establishes national expectations for student learning and includes general capabilities such as personal and social capability (which map to SEL) and cross-curriculum priorities that support socio-emotional development (Australian Curriculum, n.d.). Schools are explicitly expected to foster students’ social and emotional development through curriculum design and pedagogical practice (Smiling Mind, 2022). In addition, Australia integrates Vocational Education and Training (VET) programs in the final years of secondary schooling (Grades 11–12), ensuring students develop both interpersonal (SEL) and technical competencies that align with workforce demands.
B. Focus on Fidelity and Quality: Program Selection and Implementation Suppor
Unlike Finland, which relies heavily on professional trust and teacher autonomy, Australia emphasizes systemic accountability and process fidelity to ensure the quality of Life Skills Education (LSE) delivery.
1. Evidence-Based Programs
Australian education systems prioritize the adoption of evidence-based LSE and SEL programs that are pragmatic, scalable, and grounded in theory. Programs are selected based on rigorous evaluations, including randomized controlled trials (RCTs) or quasi-experimental studies, and must demonstrate measurable positive outcomes such as improved academic achievement, increased pro-social behavior, or reduced emotional distress (Learning Policy Institute, 2023).
2. Importance of Fidelity
A growing body of literature highlights that the effectiveness of SEL interventions is significantly enhanced when implemented with high fidelity. Programs delivered with adherence, consistency, and quality produce stronger socio-emotional and academic outcomes than those facing implementation gaps (Learning Policy Institute, 2023). In the Australian context, fidelity is further safeguarded by structured implementation frameworks, which provide teachers with training, resources, and ongoing professional support to ensure adherence to program guidelines (Fox, Sharma, & Leif, 2021).
3. Scalability and Comparative Models
Both Finland and Australia achieve strong LSE outcomes, but their implementation models differ. Finland relies primarily on high teacher expertise and professional trust (input quality), while Australia ensures impact through systematic evaluation, structured documentation, and accountability mechanisms (Fox et al., 2021). For resource-constrained systems such as India, Australia’s structured, evidence-based approach may provide a more feasible and scalable pathway than Finland’s high-trust, high-cost teacher training model.
C.Career Readiness and Global Alignment Employer Demand Alignment
The emphasis on interpersonal skills aligns closely with employer expectations in modern civilian occupations, which often demand public interaction, adaptive problem-solving, and responsiveness to varying work pace and feedback (Learning Policy Institute, 2023).
Engagement with Indian Education
Australian institutions are actively engaging with Indian secondary schools to strengthen career readiness (CR). For example, the University of Melbourne’s Schools Engagement Program has reached over 50,000 students in Andhra Pradesh, delivering career guidance, labour market insights, and life planning support to enhance social mobility and employability (University of Melbourne, 2024). This partnership underscores the global relevance of structured CR models.
While India’s education policy documents articulate a commitment to Life Skills Education (LSE) comparable to global standards, analysis of policy and supporting frameworks reveals both ambition and structural gaps.
A. Policy Intent: Nep 2020 And The Official Indian Life Skills Framework
1. NEP 2020 Mandate
The National Education Policy 2020 (NEP 2020) explicitly aims to dismantle rigid silos between learning domains and promote multidisciplinary, holistic education. It emphasizes conceptual understanding over rote learning and summative assessments, while embedding life skills such as creativity, critical thinking, ethics, communication, cooperation, teamwork, and resilience into the core of the education system (Ministry of Education, 2020). These principles align India’s policy vision with global frameworks that prioritize 21st-century competencies.
2. Unicef/Ncert Comprehensive Life Skills Framework
This policy intent is operationalized through the Comprehensive Life Skills Framework, jointly developed by UNICEF and NCERT for the Indian context. The framework identifies 10 core life skills, clustered into four dimensions:
● Empowerment: Self-awareness, resilience, communication
● Citizenship: Empathy, participation
● Learning: Critical thinking, creativity, problem-solving
● Employability: Negotiation, decision-making
This structured framework highlights India’s recognition of LSE as a cross-cutting enabler of academic, personal, and social development (UNICEF India, 2019).
B. Analysis Of Policy Translation: The Gap Between National Mandate And Classroom Practice
1. The Dominance Of Academics
Despite India’s policy commitment to holistic education, many schools continue to prioritize reading, mathematics, and test performance over life skills and socio-emotional development. This focus reflects the pressure of high-stakes examinations, which often drives schools to allocate time and resources to tested subjects at the expense of LSE (Dream a Dream, 2021).
2. Impact Of Academic Pressure
The entrenched culture of academic pressure has been linked to negative student outcomes, including mental health distress and suicides. For example, academic stress is cited as a significant risk factor in adolescent suicides in India. In a national study, approximately 22.85% of adolescent suicide cases were associated with academic stress. (BMC Psychiatry, 2023). Also, media reports and official statistical compilations have noted that students in India often face overwhelming performance expectations, contributing to psychological distress (e.g. Times of India, 2025).
3. The “Add-On” Dilemma
When LSE is introduced in practice, it is often framed as an optional or peripheral subject rather than integrated across the curriculum. This peripheral positioning makes it vulnerable: during periods of academic overload, LSE slots are repurposed for additional academic content.
C. Implementation Barriers (Grey Literature And Local Research Findings)
The systemic weakness of LSE in India stems from poor implementation fidelity, undermined by gaps in teacher training, infrastructure, assessment, and equity.
1. Teacher Capacity And Training Gaps
Teachers consistently report that insufficient training is the biggest obstacle to delivering effective LSE. Participatory and interactive teaching methods are central to life skills pedagogy, yet most teachers lack preparation for such approaches (Central Square Foundation, 2020; IJES, 2023). As a result, LSE is often perceived as an additional, uncompensated responsibility in an already crowded timetable, which reduces commitment and quality (IJIP, 2023).
2. Infrastructure And Resource Deficits
Unlike Finland or Australia, India struggles with endemic infrastructure shortages, particularly in rural schools. Many lack ICT facilities, libraries, and safe play areas required for experiential learning. Overcrowded classrooms further restrict the use of collaborative, student-centered methods essential for teaching socio-emotional and teamwork skills (Dream a Dream, 2021; UDISE+, 2023). These limitations reduce the scope of LSE to superficial delivery rather than meaningful practice.
3. Assessment Challenges And Cultural Context
Life skills are qualitative and context-sensitive, yet existing assessment systems in India are largely quantitative and fail to reflect diverse social and linguistic realities. This leads to inaccurate or irrelevant data, reinforcing the dominance of test-based academic subjects over skills like critical thinking or resilience (CSF, 2020; IJIP, 2023). There remains a pressing need for culturally contextualized, low-burden tools that teachers can embed within formative instruction.
4. Equity And Exclusion
Persistent inequalities exacerbate the implementation gap. Girls, rural students, and those
from Scheduled Castes/Tribes face higher dropout rates and reduced access to LSE programs (CSF, 2020). Since life skills training can foster resilience, aspirations, and agency, its absence among marginalized groups reduces its potential as a tool for social mobility and gender equity.
D. Documented Successes And Local Innovations
Despite systemic barriers, localized studies in India demonstrate that LSE interventions can deliver measurable improvements. A recent longitudinal study found that structured life skills programs significantly enhanced critical thinking, self-awareness, and resilience among adolescents from disadvantaged backgrounds (Ravindranath et al., 2024). Similarly, evidence from the C2L (Childhood to Livelihood) program showed positive impacts on socio-emotional outcomes and school engagement across multiple Indian states (Tagat et al., 2025). Complementary research in Puducherry further demonstrated that school-based LSE modules improved socio-emotional functioning and overall adjustment in adolescents (Surendran et al., 2023). Collectively, these findings suggest that program design and pedagogy—rather than policy intent alone—determine the success of LSE in the Indian context.
VI. Comparative Synthesis And Gap Analysis
The structural comparison highlights that while all three nations acknowledge the importance of LSE, the execution models differ drastically, leading to predictable effectiveness gaps.
A. Curriculum design comparison: integrated vs. Dedicated/add-on
| LSE Integration Model | Finland | Australia | India |
| Primary Method | Integrated (Transversal Competences) | Structured/Explicit Integration (SEL/VET) | Dedicated/Add-on; Vulnerable to diversion |
| Fidelity Mechanism | Highteacher capacity and autonomy | Evidence-based programs and quality checks | Policy reliance without systemic support |
| Systemic Risk | Requires high-cost, advanced teacher pipeline | Requires extensive program evaluation and fidelity monitoring | High risk of program dilution/neglect due to academic pressure |
B. Foundational Discrepancies: Teacher Expertise And Systemic Trust
1. Teacher Education Divergence
One of the most critical drivers of the LSE effectiveness gap lies in the divergence in teacher preparation. Finland requires all teachers to complete research-based Master’s level training that integrates theory, practice, and extended internships, producing a highly competent and autonomous teaching profession (Sahlberg, 2007; Darling-Hammond, 2017). In contrast, India’s teacher training system is often compressed into short, formal programs with limited classroom exposure. This results in a teaching workforce that is frequently ill-equipped and, in some cases, resistant to the participatory and interactive methodologies essential for LSE (Central Square Foundation, 2020; IJIP, 2023).
2. The Pedagogy Gap
Evidence from alternative schools in India demonstrates that effective LSE relies on participatory and experiential pedagogy rather than rote instruction. These schools, with flexible teaching methods, show significantly higher student outcomes in critical thinking and socio-emotional skills than mainstream schools (ScienceScholar, 2022). However, the dominant culture of rote learning in mainstream Indian education systems actively suppresses such pedagogies, meaning that LSE goals remain aspirational rather than attainable (Dream a Dream, 2021).
C. Outcome Comparison: SEC, PSA, and CR Gaps
1. PSA Gap (PISA Proxy)
While India has not participated consistently in PISA assessments, OECD evidence from high-performing systems such as Finland and Australia demonstrates strong problem-solving and cognitive skills development (OECD, 2023a). In contrast, India’s education system, dominated by rote learning, continues to underinvest in higher-order thinking and problem-solving skills, reflecting a structural inability to institutionalize PSA (Ministry of Education, 2020).
2. Career Readiness Gap
Australia’s integration of Vocational Education and Training (VET) programs during the final years of secondary schooling ensures explicit alignment between education and workforce needs (Australian Curriculum, n.d.). India, by contrast, remains focused primarily on academic credentialing for competitive entrance exams, with insufficient infrastructural support for vocational facilities or co-curricular programs. This lack of structural linkage weakens career readiness and limits adaptability in a rapidly changing labor market (CSF, 2020).
3. Equity Gap
The equity dimension is perhaps the most acute. In India, gender and socio-economic disparities continue to restrict access to quality LSE. Girls, rural students, and marginalized communities (Scheduled Castes/Tribes) face disproportionately high dropout rates and exclusion from life skills programming (UNICEF, 2019). Consequently, the benefits of LSE such as self-confidence, resilience, and aspiration remain unequally distributed, reinforcing cycles of inequality and limiting women’s labor force participation (UNICEF, 2019; Dream a Dream, 2021).
| Dimension | Finland (High Fidelity) | Australia (High Accountability) | India (Policy/Practice Chasm) |
| LSE Integration Model | Integrated (Transversal Competences) | Structured/Explicit Integration (SEL/VET) | Dedicated/Add-on; Vulnerable to diversion |
| Teacher Training & Capacity | Master’s degree; Research-driven; High Autonomy | Structured training for program fidelity | Inadequate training; Low capacity; High perceived burden |
| Assessment Focus | Formative, Teacher-designed, holistic criteria | Evidence-based evaluation (RCTs); Aligned with CR metrics | Summative, Rote-focused; LSE assessment is challenging/neglected |
| Structural Barrier (India Gap) | N/A | N/A | Low implementation fidelity; Infrastructure gaps; Time constraints; Academic pressure |
Table 2: Comparative LSE Model Analysis and Key Structural Gaps
I. Policy Recommendations for Enhancing LSE Effectiveness in India
The diagnosis confirms that India’s challenge is less about policy intent and more about structural delivery. Addressing this gap requires reforms in teacher preparation, curriculum integration, assessment culture, and infrastructure, informed by lessons from Finland and Australia.
A. Recommendations for Teacher Education and Professional Development
1. Mandate Specialized LSE Certification
Teacher professional development should extend beyond one-off workshops. Structured certification programs in Life Skills Education (LSE) are needed, equipping teachers with the competence to confidently use active learning and participatory pedagogies (IJES, 2023).
2. Adopt Finland’s Practical Focus on Practice
Teacher preparation programs such as the Integrated Teacher Education Programme (ITEP) must expand supervised classroom practice and embed research-based pedagogical training. Extended practical exposure, as in Finland, is crucial for ensuring teachers can implement LSE effectively (Sahlberg, 2007; Darling-Hammond, 2017)
3. Incentivize Rural Teaching Expertise
India faces persistent rural teacher shortages. Policy must incentivize highly trained teachers to serve in disadvantaged areas, ensuring that quality LSE instruction is not restricted to urban centers (CSF, 2020).
B. Strategies for Curriculum Integration and Assessment Reform
1. Shift to Integrated LSE (The Finnish Model)
India should embed transversal skills across all subjects, following Finland’s model of Transversal Competences. This prevents LSE periods from being co-opted for exam preparation and signals that socio-emotional learning (SEL) is a core learning outcome (Finnish National Agency for Education, n.d.).
2. Adopt Structured SEL Modules (The Australian Model)
To achieve scalability and accountability, India can adapt Australia’s model of pre-packaged, evidence-based SEL programs supported by rigorous evaluations and structured teacher training. Implementation fidelity must be a policy priority (Fox, Sharma, & Leif, 2021).
3. Reform Assessment Culture
India’s exam-centric evaluation reinforces rote culture. A transition is needed towards low-stakes, formative, and performance-based assessments that qualitatively capture SEC and PSA. These tools should be contextualized for India’s cultural and linguistic diversity to ensure validity and pedagogical utility (CSF, 2020; IJIP, 2023).
D. Policy Prescriptions for Resource Allocation and Infrastructure Enhancement
1. Targeted Infrastructure Investment
India should introduce need-based funding models for disadvantaged schools, prioritizing infrastructure that supports participatory pedagogy — including libraries, labs, ICT facilities, and safe co-curricular spaces (UDISE+, 2023).
2. Strategic Career Readiness Development
Secondary education must explicitly embed career readiness goals, expanding vocational programs and career guidance from Grade 9 onwards. Successful public-private partnerships such as the University of Melbourne–Andhra Pradesh Schools Engagement Program
—provide a replicable model for linking education with labor market needs (University of Melbourne, 2024).
3. Address Equity Gaps
LSE interventions must prioritize marginalized groups including girls, rural children, and Scheduled Caste/Tribe students — who face higher dropout risks. Recognizing LSE as a tool of resilience and empowerment is essential for tackling entrenched gender and caste inequities (UNICEF India, 2019; Dream a Dream, 2021).
The comparative analysis of LSE models in Finland, Australia, and India underscores that India’s education challenge lies not in policy design but in structural delivery failures. While the NEP 2020 articulates aspirations comparable to high-performing systems, these remain unrealized due to three systemic barriers: limited teacher professional capacity, inadequate infrastructure, and a culture dominated by high-stakes, summative assessment.
Finland’s model highlights the power of professional trust and teacher autonomy, grounded in rigorous research-based preparation. Australia demonstrates the effectiveness of structured, evidence-driven program fidelity to ensure consistent outcomes. Together, these approaches present complementary blueprints for reform in India.
To improve socio-emotional competencies (SEC), problem-solving abilities (PSA), and career readiness (CR), India must prioritize:
● Professionalizing teacher training with mandatory participatory pedagogy,
● Equitable resource allocation to support co-curricular and non-academic instruction, and
● Shifting assessment culture from rote-based summative evaluation toward
contextualized, formative measures.
Bridging the policy–practice divide requires systemic transformation that treats LSE not as an “add-on,” but as an intrinsic part of learning. Only then can India effectively prepare its vast student population for the complex, dynamic, and interdependent demands of the 21st century.
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Journal of Neuroscience and Neurological Surgery. I had the experience of publishing a research article recently. The whole process was simple from submission to publication. The reviewers made specific and valuable recommendations and corrections that improved the quality of my publication. I strongly recommend this Journal.
Dr. Katarzyna Byczkowska My testimonial covering: "The peer review process is quick and effective. The support from the editorial office is very professional and friendly. Quality of the Clinical Cardiology and Cardiovascular Interventions is scientific and publishes ground-breaking research on cardiology that is useful for other professionals in the field.
Thank you most sincerely, with regard to the support you have given in relation to the reviewing process and the processing of my article entitled "Large Cell Neuroendocrine Carcinoma of The Prostate Gland: A Review and Update" for publication in your esteemed Journal, Journal of Cancer Research and Cellular Therapeutics". The editorial team has been very supportive.
Testimony of Journal of Clinical Otorhinolaryngology: work with your Reviews has been a educational and constructive experience. The editorial office were very helpful and supportive. It was a pleasure to contribute to your Journal.
Dr. Bernard Terkimbi Utoo, I am happy to publish my scientific work in Journal of Women Health Care and Issues (JWHCI). The manuscript submission was seamless and peer review process was top notch. I was amazed that 4 reviewers worked on the manuscript which made it a highly technical, standard and excellent quality paper. I appreciate the format and consideration for the APC as well as the speed of publication. It is my pleasure to continue with this scientific relationship with the esteem JWHCI.
This is an acknowledgment for peer reviewers, editorial board of Journal of Clinical Research and Reports. They show a lot of consideration for us as publishers for our research article “Evaluation of the different factors associated with side effects of COVID-19 vaccination on medical students, Mutah university, Al-Karak, Jordan”, in a very professional and easy way. This journal is one of outstanding medical journal.
Dear Hao Jiang, to Journal of Nutrition and Food Processing We greatly appreciate the efficient, professional and rapid processing of our paper by your team. If there is anything else we should do, please do not hesitate to let us know. On behalf of my co-authors, we would like to express our great appreciation to editor and reviewers.
As an author who has recently published in the journal "Brain and Neurological Disorders". I am delighted to provide a testimonial on the peer review process, editorial office support, and the overall quality of the journal. The peer review process at Brain and Neurological Disorders is rigorous and meticulous, ensuring that only high-quality, evidence-based research is published. The reviewers are experts in their fields, and their comments and suggestions were constructive and helped improve the quality of my manuscript. The review process was timely and efficient, with clear communication from the editorial office at each stage. The support from the editorial office was exceptional throughout the entire process. The editorial staff was responsive, professional, and always willing to help. They provided valuable guidance on formatting, structure, and ethical considerations, making the submission process seamless. Moreover, they kept me informed about the status of my manuscript and provided timely updates, which made the process less stressful. The journal Brain and Neurological Disorders is of the highest quality, with a strong focus on publishing cutting-edge research in the field of neurology. The articles published in this journal are well-researched, rigorously peer-reviewed, and written by experts in the field. The journal maintains high standards, ensuring that readers are provided with the most up-to-date and reliable information on brain and neurological disorders. In conclusion, I had a wonderful experience publishing in Brain and Neurological Disorders. The peer review process was thorough, the editorial office provided exceptional support, and the journal's quality is second to none. I would highly recommend this journal to any researcher working in the field of neurology and brain disorders.
Dear Agrippa Hilda, Journal of Neuroscience and Neurological Surgery, Editorial Coordinator, I trust this message finds you well. I want to extend my appreciation for considering my article for publication in your esteemed journal. I am pleased to provide a testimonial regarding the peer review process and the support received from your editorial office. The peer review process for my paper was carried out in a highly professional and thorough manner. The feedback and comments provided by the authors were constructive and very useful in improving the quality of the manuscript. This rigorous assessment process undoubtedly contributes to the high standards maintained by your journal.
International Journal of Clinical Case Reports and Reviews. I strongly recommend to consider submitting your work to this high-quality journal. The support and availability of the Editorial staff is outstanding and the review process was both efficient and rigorous.
Thank you very much for publishing my Research Article titled “Comparing Treatment Outcome Of Allergic Rhinitis Patients After Using Fluticasone Nasal Spray And Nasal Douching" in the Journal of Clinical Otorhinolaryngology. As Medical Professionals we are immensely benefited from study of various informative Articles and Papers published in this high quality Journal. I look forward to enriching my knowledge by regular study of the Journal and contribute my future work in the field of ENT through the Journal for use by the medical fraternity. The support from the Editorial office was excellent and very prompt. I also welcome the comments received from the readers of my Research Article.
Dear Erica Kelsey, Editorial Coordinator of Cancer Research and Cellular Therapeutics Our team is very satisfied with the processing of our paper by your journal. That was fast, efficient, rigorous, but without unnecessary complications. We appreciated the very short time between the submission of the paper and its publication on line on your site.
I am very glad to say that the peer review process is very successful and fast and support from the Editorial Office. Therefore, I would like to continue our scientific relationship for a long time. And I especially thank you for your kindly attention towards my article. Have a good day!
"We recently published an article entitled “Influence of beta-Cyclodextrins upon the Degradation of Carbofuran Derivatives under Alkaline Conditions" in the Journal of “Pesticides and Biofertilizers” to show that the cyclodextrins protect the carbamates increasing their half-life time in the presence of basic conditions This will be very helpful to understand carbofuran behaviour in the analytical, agro-environmental and food areas. We greatly appreciated the interaction with the editor and the editorial team; we were particularly well accompanied during the course of the revision process, since all various steps towards publication were short and without delay".
I would like to express my gratitude towards you process of article review and submission. I found this to be very fair and expedient. Your follow up has been excellent. I have many publications in national and international journal and your process has been one of the best so far. Keep up the great work.
We are grateful for this opportunity to provide a glowing recommendation to the Journal of Psychiatry and Psychotherapy. We found that the editorial team were very supportive, helpful, kept us abreast of timelines and over all very professional in nature. The peer review process was rigorous, efficient and constructive that really enhanced our article submission. The experience with this journal remains one of our best ever and we look forward to providing future submissions in the near future.
I am very pleased to serve as EBM of the journal, I hope many years of my experience in stem cells can help the journal from one way or another. As we know, stem cells hold great potential for regenerative medicine, which are mostly used to promote the repair response of diseased, dysfunctional or injured tissue using stem cells or their derivatives. I think Stem Cell Research and Therapeutics International is a great platform to publish and share the understanding towards the biology and translational or clinical application of stem cells.
I would like to give my testimony in the support I have got by the peer review process and to support the editorial office where they were of asset to support young author like me to be encouraged to publish their work in your respected journal and globalize and share knowledge across the globe. I really give my great gratitude to your journal and the peer review including the editorial office.
I am delighted to publish our manuscript entitled "A Perspective on Cocaine Induced Stroke - Its Mechanisms and Management" in the Journal of Neuroscience and Neurological Surgery. The peer review process, support from the editorial office, and quality of the journal are excellent. The manuscripts published are of high quality and of excellent scientific value. I recommend this journal very much to colleagues.
Dr.Tania Muñoz, My experience as researcher and author of a review article in The Journal Clinical Cardiology and Interventions has been very enriching and stimulating. The editorial team is excellent, performs its work with absolute responsibility and delivery. They are proactive, dynamic and receptive to all proposals. Supporting at all times the vast universe of authors who choose them as an option for publication. The team of review specialists, members of the editorial board, are brilliant professionals, with remarkable performance in medical research and scientific methodology. Together they form a frontline team that consolidates the JCCI as a magnificent option for the publication and review of high-level medical articles and broad collective interest. I am honored to be able to share my review article and open to receive all your comments.
“The peer review process of JPMHC is quick and effective. Authors are benefited by good and professional reviewers with huge experience in the field of psychology and mental health. The support from the editorial office is very professional. People to contact to are friendly and happy to help and assist any query authors might have. Quality of the Journal is scientific and publishes ground-breaking research on mental health that is useful for other professionals in the field”.
Dear editorial department: On behalf of our team, I hereby certify the reliability and superiority of the International Journal of Clinical Case Reports and Reviews in the peer review process, editorial support, and journal quality. Firstly, the peer review process of the International Journal of Clinical Case Reports and Reviews is rigorous, fair, transparent, fast, and of high quality. The editorial department invites experts from relevant fields as anonymous reviewers to review all submitted manuscripts. These experts have rich academic backgrounds and experience, and can accurately evaluate the academic quality, originality, and suitability of manuscripts. The editorial department is committed to ensuring the rigor of the peer review process, while also making every effort to ensure a fast review cycle to meet the needs of authors and the academic community. Secondly, the editorial team of the International Journal of Clinical Case Reports and Reviews is composed of a group of senior scholars and professionals with rich experience and professional knowledge in related fields. The editorial department is committed to assisting authors in improving their manuscripts, ensuring their academic accuracy, clarity, and completeness. Editors actively collaborate with authors, providing useful suggestions and feedback to promote the improvement and development of the manuscript. We believe that the support of the editorial department is one of the key factors in ensuring the quality of the journal. Finally, the International Journal of Clinical Case Reports and Reviews is renowned for its high- quality articles and strict academic standards. The editorial department is committed to publishing innovative and academically valuable research results to promote the development and progress of related fields. The International Journal of Clinical Case Reports and Reviews is reasonably priced and ensures excellent service and quality ratio, allowing authors to obtain high-level academic publishing opportunities in an affordable manner. I hereby solemnly declare that the International Journal of Clinical Case Reports and Reviews has a high level of credibility and superiority in terms of peer review process, editorial support, reasonable fees, and journal quality. Sincerely, Rui Tao.
Clinical Cardiology and Cardiovascular Interventions I testity the covering of the peer review process, support from the editorial office, and quality of the journal.
Clinical Cardiology and Cardiovascular Interventions, we deeply appreciate the interest shown in our work and its publication. It has been a true pleasure to collaborate with you. The peer review process, as well as the support provided by the editorial office, have been exceptional, and the quality of the journal is very high, which was a determining factor in our decision to publish with you.
The peer reviewers process is quick and effective, the supports from editorial office is excellent, the quality of journal is high. I would like to collabroate with Internatioanl journal of Clinical Case Reports and Reviews journal clinically in the future time.
Clinical Cardiology and Cardiovascular Interventions, I would like to express my sincerest gratitude for the trust placed in our team for the publication in your journal. It has been a true pleasure to collaborate with you on this project. I am pleased to inform you that both the peer review process and the attention from the editorial coordination have been excellent. Your team has worked with dedication and professionalism to ensure that your publication meets the highest standards of quality. We are confident that this collaboration will result in mutual success, and we are eager to see the fruits of this shared effort.
Dear Dr. Jessica Magne, Editorial Coordinator 0f Clinical Cardiology and Cardiovascular Interventions, I hope this message finds you well. I want to express my utmost gratitude for your excellent work and for the dedication and speed in the publication process of my article titled "Navigating Innovation: Qualitative Insights on Using Technology for Health Education in Acute Coronary Syndrome Patients." I am very satisfied with the peer review process, the support from the editorial office, and the quality of the journal. I hope we can maintain our scientific relationship in the long term.
Dear Monica Gissare, - Editorial Coordinator of Nutrition and Food Processing. ¨My testimony with you is truly professional, with a positive response regarding the follow-up of the article and its review, you took into account my qualities and the importance of the topic¨.
Dear Dr. Jessica Magne, Editorial Coordinator 0f Clinical Cardiology and Cardiovascular Interventions, The review process for the article “The Handling of Anti-aggregants and Anticoagulants in the Oncologic Heart Patient Submitted to Surgery” was extremely rigorous and detailed. From the initial submission to the final acceptance, the editorial team at the “Journal of Clinical Cardiology and Cardiovascular Interventions” demonstrated a high level of professionalism and dedication. The reviewers provided constructive and detailed feedback, which was essential for improving the quality of our work. Communication was always clear and efficient, ensuring that all our questions were promptly addressed. The quality of the “Journal of Clinical Cardiology and Cardiovascular Interventions” is undeniable. It is a peer-reviewed, open-access publication dedicated exclusively to disseminating high-quality research in the field of clinical cardiology and cardiovascular interventions. The journal's impact factor is currently under evaluation, and it is indexed in reputable databases, which further reinforces its credibility and relevance in the scientific field. I highly recommend this journal to researchers looking for a reputable platform to publish their studies.
Dear Editorial Coordinator of the Journal of Nutrition and Food Processing! "I would like to thank the Journal of Nutrition and Food Processing for including and publishing my article. The peer review process was very quick, movement and precise. The Editorial Board has done an extremely conscientious job with much help, valuable comments and advices. I find the journal very valuable from a professional point of view, thank you very much for allowing me to be part of it and I would like to participate in the future!”
Dealing with The Journal of Neurology and Neurological Surgery was very smooth and comprehensive. The office staff took time to address my needs and the response from editors and the office was prompt and fair. I certainly hope to publish with this journal again.Their professionalism is apparent and more than satisfactory. Susan Weiner
My Testimonial Covering as fellowing: Lin-Show Chin. The peer reviewers process is quick and effective, the supports from editorial office is excellent, the quality of journal is high. I would like to collabroate with Internatioanl journal of Clinical Case Reports and Reviews.
My experience publishing in Psychology and Mental Health Care was exceptional. The peer review process was rigorous and constructive, with reviewers providing valuable insights that helped enhance the quality of our work. The editorial team was highly supportive and responsive, making the submission process smooth and efficient. The journal's commitment to high standards and academic rigor makes it a respected platform for quality research. I am grateful for the opportunity to publish in such a reputable journal.
My experience publishing in International Journal of Clinical Case Reports and Reviews was exceptional. I Come forth to Provide a Testimonial Covering the Peer Review Process and the editorial office for the Professional and Impartial Evaluation of the Manuscript.
I would like to offer my testimony in the support. I have received through the peer review process and support the editorial office where they are to support young authors like me, encourage them to publish their work in your esteemed journals, and globalize and share knowledge globally. I really appreciate your journal, peer review, and editorial office.
Dear Agrippa Hilda- Editorial Coordinator of Journal of Neuroscience and Neurological Surgery, "The peer review process was very quick and of high quality, which can also be seen in the articles in the journal. The collaboration with the editorial office was very good."
I would like to express my sincere gratitude for the support and efficiency provided by the editorial office throughout the publication process of my article, “Delayed Vulvar Metastases from Rectal Carcinoma: A Case Report.” I greatly appreciate the assistance and guidance I received from your team, which made the entire process smooth and efficient. The peer review process was thorough and constructive, contributing to the overall quality of the final article. I am very grateful for the high level of professionalism and commitment shown by the editorial staff, and I look forward to maintaining a long-term collaboration with the International Journal of Clinical Case Reports and Reviews.
To Dear Erin Aust, I would like to express my heartfelt appreciation for the opportunity to have my work published in this esteemed journal. The entire publication process was smooth and well-organized, and I am extremely satisfied with the final result. The Editorial Team demonstrated the utmost professionalism, providing prompt and insightful feedback throughout the review process. Their clear communication and constructive suggestions were invaluable in enhancing my manuscript, and their meticulous attention to detail and dedication to quality are truly commendable. Additionally, the support from the Editorial Office was exceptional. From the initial submission to the final publication, I was guided through every step of the process with great care and professionalism. The team's responsiveness and assistance made the entire experience both easy and stress-free. I am also deeply impressed by the quality and reputation of the journal. It is an honor to have my research featured in such a respected publication, and I am confident that it will make a meaningful contribution to the field.
"I am grateful for the opportunity of contributing to [International Journal of Clinical Case Reports and Reviews] and for the rigorous review process that enhances the quality of research published in your esteemed journal. I sincerely appreciate the time and effort of your team who have dedicatedly helped me in improvising changes and modifying my manuscript. The insightful comments and constructive feedback provided have been invaluable in refining and strengthening my work".
I thank the ‘Journal of Clinical Research and Reports’ for accepting this article for publication. This is a rigorously peer reviewed journal which is on all major global scientific data bases. I note the review process was prompt, thorough and professionally critical. It gave us an insight into a number of important scientific/statistical issues. The review prompted us to review the relevant literature again and look at the limitations of the study. The peer reviewers were open, clear in the instructions and the editorial team was very prompt in their communication. This journal certainly publishes quality research articles. I would recommend the journal for any future publications.
Dear Jessica Magne, with gratitude for the joint work. Fast process of receiving and processing the submitted scientific materials in “Clinical Cardiology and Cardiovascular Interventions”. High level of competence of the editors with clear and correct recommendations and ideas for enriching the article.
We found the peer review process quick and positive in its input. The support from the editorial officer has been very agile, always with the intention of improving the article and taking into account our subsequent corrections.
My article, titled 'No Way Out of the Smartphone Epidemic Without Considering the Insights of Brain Research,' has been republished in the International Journal of Clinical Case Reports and Reviews. The review process was seamless and professional, with the editors being both friendly and supportive. I am deeply grateful for their efforts.
To Dear Erin Aust – Editorial Coordinator of Journal of General Medicine and Clinical Practice! I declare that I am absolutely satisfied with your work carried out with great competence in following the manuscript during the various stages from its receipt, during the revision process to the final acceptance for publication. Thank Prof. Elvira Farina
Dear Jessica, and the super professional team of the ‘Clinical Cardiology and Cardiovascular Interventions’ I am sincerely grateful to the coordinated work of the journal team for the no problem with the submission of my manuscript: “Cardiometabolic Disorders in A Pregnant Woman with Severe Preeclampsia on the Background of Morbid Obesity (Case Report).” The review process by 5 experts was fast, and the comments were professional, which made it more specific and academic, and the process of publication and presentation of the article was excellent. I recommend that my colleagues publish articles in this journal, and I am interested in further scientific cooperation. Sincerely and best wishes, Dr. Oleg Golyanovskiy.
Dear Ashley Rosa, Editorial Coordinator of the journal - Psychology and Mental Health Care. " The process of obtaining publication of my article in the Psychology and Mental Health Journal was positive in all areas. The peer review process resulted in a number of valuable comments, the editorial process was collaborative and timely, and the quality of this journal has been quickly noticed, resulting in alternative journals contacting me to publish with them." Warm regards, Susan Anne Smith, PhD. Australian Breastfeeding Association.
Dear Jessica Magne, Editorial Coordinator, Clinical Cardiology and Cardiovascular Interventions, Auctores Publishing LLC. I appreciate the journal (JCCI) editorial office support, the entire team leads were always ready to help, not only on technical front but also on thorough process. Also, I should thank dear reviewers’ attention to detail and creative approach to teach me and bring new insights by their comments. Surely, more discussions and introduction of other hemodynamic devices would provide better prevention and management of shock states. Your efforts and dedication in presenting educational materials in this journal are commendable. Best wishes from, Farahnaz Fallahian.
Dear Maria Emerson, Editorial Coordinator, International Journal of Clinical Case Reports and Reviews, Auctores Publishing LLC. I am delighted to have published our manuscript, "Acute Colonic Pseudo-Obstruction (ACPO): A rare but serious complication following caesarean section." I want to thank the editorial team, especially Maria Emerson, for their prompt review of the manuscript, quick responses to queries, and overall support. Yours sincerely Dr. Victor Olagundoye.
Dear Ashley Rosa, Editorial Coordinator, International Journal of Clinical Case Reports and Reviews. Many thanks for publishing this manuscript after I lost confidence the editors were most helpful, more than other journals Best wishes from, Susan Anne Smith, PhD. Australian Breastfeeding Association.
Dear Agrippa Hilda, Editorial Coordinator, Journal of Neuroscience and Neurological Surgery. The entire process including article submission, review, revision, and publication was extremely easy. The journal editor was prompt and helpful, and the reviewers contributed to the quality of the paper. Thank you so much! Eric Nussbaum, MD
Dr Hala Al Shaikh This is to acknowledge that the peer review process for the article ’ A Novel Gnrh1 Gene Mutation in Four Omani Male Siblings, Presentation and Management ’ sent to the International Journal of Clinical Case Reports and Reviews was quick and smooth. The editorial office was prompt with easy communication.
Dear Erin Aust, Editorial Coordinator, Journal of General Medicine and Clinical Practice. We are pleased to share our experience with the “Journal of General Medicine and Clinical Practice”, following the successful publication of our article. The peer review process was thorough and constructive, helping to improve the clarity and quality of the manuscript. We are especially thankful to Ms. Erin Aust, the Editorial Coordinator, for her prompt communication and continuous support throughout the process. Her professionalism ensured a smooth and efficient publication experience. The journal upholds high editorial standards, and we highly recommend it to fellow researchers seeking a credible platform for their work. Best wishes By, Dr. Rakhi Mishra.
Dear Jessica Magne, Editorial Coordinator, Clinical Cardiology and Cardiovascular Interventions, Auctores Publishing LLC. The peer review process of the journal of Clinical Cardiology and Cardiovascular Interventions was excellent and fast, as was the support of the editorial office and the quality of the journal. Kind regards Walter F. Riesen Prof. Dr. Dr. h.c. Walter F. Riesen.
Dear Ashley Rosa, Editorial Coordinator, International Journal of Clinical Case Reports and Reviews, Auctores Publishing LLC. Thank you for publishing our article, Exploring Clozapine's Efficacy in Managing Aggression: A Multiple Single-Case Study in Forensic Psychiatry in the international journal of clinical case reports and reviews. We found the peer review process very professional and efficient. The comments were constructive, and the whole process was efficient. On behalf of the co-authors, I would like to thank you for publishing this article. With regards, Dr. Jelle R. Lettinga.
Dear Clarissa Eric, Editorial Coordinator, Journal of Clinical Case Reports and Studies, I would like to express my deep admiration for the exceptional professionalism demonstrated by your journal. I am thoroughly impressed by the speed of the editorial process, the substantive and insightful reviews, and the meticulous preparation of the manuscript for publication. Additionally, I greatly appreciate the courteous and immediate responses from your editorial office to all my inquiries. Best Regards, Dariusz Ziora
Dear Chrystine Mejia, Editorial Coordinator, Journal of Neurodegeneration and Neurorehabilitation, Auctores Publishing LLC, We would like to thank the editorial team for the smooth and high-quality communication leading up to the publication of our article in the Journal of Neurodegeneration and Neurorehabilitation. The reviewers have extensive knowledge in the field, and their relevant questions helped to add value to our publication. Kind regards, Dr. Ravi Shrivastava.
Dear Clarissa Eric, Editorial Coordinator, Journal of Clinical Case Reports and Studies, Auctores Publishing LLC, USA Office: +1-(302)-520-2644. I would like to express my sincere appreciation for the efficient and professional handling of my case report by the ‘Journal of Clinical Case Reports and Studies’. The peer review process was not only fast but also highly constructive—the reviewers’ comments were clear, relevant, and greatly helped me improve the quality and clarity of my manuscript. I also received excellent support from the editorial office throughout the process. Communication was smooth and timely, and I felt well guided at every stage, from submission to publication. The overall quality and rigor of the journal are truly commendable. I am pleased to have published my work with Journal of Clinical Case Reports and Studies, and I look forward to future opportunities for collaboration. Sincerely, Aline Tollet, UCLouvain.
Dear Ms. Mayra Duenas, Editorial Coordinator, International Journal of Clinical Case Reports and Reviews. “The International Journal of Clinical Case Reports and Reviews represented the “ideal house” to share with the research community a first experience with the use of the Simeox device for speech rehabilitation. High scientific reputation and attractive website communication were first determinants for the selection of this Journal, and the following submission process exceeded expectations: fast but highly professional peer review, great support by the editorial office, elegant graphic layout. Exactly what a dynamic research team - also composed by allied professionals - needs!" From, Chiara Beccaluva, PT - Italy.
Dear Maria Emerson, Editorial Coordinator, we have deeply appreciated the professionalism demonstrated by the International Journal of Clinical Case Reports and Reviews. The reviewers have extensive knowledge of our field and have been very efficient and fast in supporting the process. I am really looking forward to further collaboration. Thanks. Best regards, Dr. Claudio Ligresti
Dear Chrystine Mejia, Editorial Coordinator, Journal of Neurodegeneration and Neurorehabilitation. “The peer review process was efficient and constructive, and the editorial office provided excellent communication and support throughout. The journal ensures scientific rigor and high editorial standards, while also offering a smooth and timely publication process. We sincerely appreciate the work of the editorial team in facilitating the dissemination of innovative approaches such as the Bonori Method.” Best regards, Dr. Matteo Bonori.
I recommend without hesitation submitting relevant papers on medical decision making to the International Journal of Clinical Case Reports and Reviews. I am very grateful to the editorial staff. Maria Emerson was a pleasure to communicate with. The time from submission to publication was an extremely short 3 weeks. The editorial staff submitted the paper to three reviewers. Two of the reviewers commented positively on the value of publishing the paper. The editorial staff quickly recognized the third reviewer’s comments as an unjust attempt to reject the paper. I revised the paper as recommended by the first two reviewers.
Dear Maria Emerson, Editorial Coordinator, Journal of Clinical Research and Reports. Thank you for publishing our case report: "Clinical Case of Effective Fetal Stem Cells Treatment in a Patient with Autism Spectrum Disorder" within the "Journal of Clinical Research and Reports" being submitted by the team of EmCell doctors from Kyiv, Ukraine. We much appreciate a professional and transparent peer-review process from Auctores. All research Doctors are so grateful to your Editorial Office and Auctores Publishing support! I amiably wish our article publication maintained a top quality of your International Scientific Journal. My best wishes for a prosperity of the Journal of Clinical Research and Reports. Hope our scientific relationship and cooperation will remain long lasting. Thank you very much indeed. Kind regards, Dr. Andriy Sinelnyk Cell Therapy Center EmCell
Dear Editorial Team, Clinical Cardiology and Cardiovascular Interventions. It was truly a rewarding experience to work with the journal “Clinical Cardiology and Cardiovascular Interventions”. The peer review process was insightful and encouraging, helping us refine our work to a higher standard. The editorial office offered exceptional support with prompt and thoughtful communication. I highly value the journal’s role in promoting scientific advancement and am honored to be part of it. Best regards, Meng-Jou Lee, MD, Department of Anesthesiology, National Taiwan University Hospital.
Dear Editorial Team, Journal-Clinical Cardiology and Cardiovascular Interventions, “Publishing my article with Clinical Cardiology and Cardiovascular Interventions has been a highly positive experience. The peer-review process was rigorous yet supportive, offering valuable feedback that strengthened my work. The editorial team demonstrated exceptional professionalism, prompt communication, and a genuine commitment to maintaining the highest scientific standards. I am very pleased with the publication quality and proud to be associated with such a reputable journal.” Warm regards, Dr. Mahmoud Kamal Moustafa Ahmed
Dear Maria Emerson, Editorial Coordinator of ‘International Journal of Clinical Case Reports and Reviews’, I appreciate the opportunity to publish my article with your journal. The editorial office provided clear communication during the submission and review process, and I found the overall experience professional and constructive. Best regards, Elena Salvatore.
Dear Mayra Duenas, Editorial Coordinator of ‘International Journal of Clinical Case Reports and Reviews Herewith I confirm an optimal peer review process and a great support of the editorial office of the present journal
Dear Editorial Team, Clinical Cardiology and Cardiovascular Interventions. I am really grateful for the peers review; their feedback gave me the opportunity to reflect on the message and impact of my work and to ameliorate the article. The editors did a great job in addition by encouraging me to continue with the process of publishing.
Dear Cecilia Lilly, Editorial Coordinator, Endocrinology and Disorders, Thank you so much for your quick response regarding reviewing and all process till publishing our manuscript entitled: Prevalence of Pre-Diabetes and its Associated Risk Factors Among Nile College Students, Sudan. Best regards, Dr Mamoun Magzoub.
