**1. Introduction**

In the twenty-first century, higher education plays a pivotal role in preparing learners to become more active and independent, responsible members of society and trustworthy people. So, it is experiencing a reconstituted change because of the change in standards and curriculum, science, technological innovation, globalization, international agreements, privatization, human rights, urbanization, and industrialization [1]. Learners nowadays encounter many obvious economic difficulties along

with social, emotional, and environmental issues, such as global warming, criminal attacks, suicide, lack of job security, and poverty.

As research indicated, adults are considered the fundamental elements of the construction of modern society due to their physical and intellectual capability. However, in the real scenario, the majority of the adults do not have the ability to make use of their potency in a convenient way due to the deficiency of guidance and motivation [2] while the notions such as communication skills, objective setting, the way of meal preparation, budget allocating, and time management are often anticipated to be dealt with along the way as students get mature [3]. Expeditiously, the number of social problems has increased such as drug abuse, sexual harassment, and alcoholism and affected the development of empathy with surrounding and having harmony in society. As [4] opine that it is crucially significant that college graduates get in the manpower with the skills to realize sustainable prosperity and success in a competitive and swiftly alternating revolutionary world. However, in accordance with variously conducted studies, today's college graduate often endeavors to join the workplace but are unequipped to satisfy the requirements of today's employers. Also, there is growing frustration over the high-education learners' dearth of the necessary life skills. So, those challenge requires immediate and effective responses from a socially responsible system of education while learners lack home life support to deal with the future life after graduation. High education institutions are working in a complicated and refined era due to the rapid and radical change in terms of personal characteristics and business workplace requirements. In the Fourth Industrial Revolution (FIR), improving learners' core competencies which include personal, intellectual, emotional, and social competencies is the highest priority for preparing learners to be more competitive citizens in the world business economies [5]. Also, it leads to respond learners' needs, to fulfilling their interests. Therefore, ministers of education around the world have acknowledged and identified the necessity and requirement to develop their educational systems to make life skills education a compulsory element and mandatory component in schools' curricula and through extra-curricular activities to help learners navigate the world [6]. Consequently, this topic has been an investigation problem for various studies such as [7] and the like. The main purpose of this research was to identify the significance of preparation of higher education learners for a transformative work environment by improving their life skills. Also, the research aims to investigate how life skills are realized, operationalized, activated, and implemented in teaching and learning strategies to enhance and improve life skills in the high education context.
