DEFINING SOCIAL SKILLS AND GUIDELINES FOR ORGANIZING LEARNING EXPERIENCES IN HOMESCHOOLING MANAGEMENT

Abstract

This study aimed to examine how social skills are defined by learners’ parents and to identify guidelines for organizing experiential groupings in homeschooling education. Employing a qualitative research design, the study utilized in-depth interviews to uncover essential meanings. All interviews were audio-recorded, transcribed verbatim, and systematically analyzed using thematic analysis. A total of five key informants participated in the study. The data were coded, categorized, named, interpreted, compared, and synthesized to construct shared meanings and conceptual linkages. The findings revealed that: (1) Parents who homeschool their children shared similar definitions of social skills, highlighting them as the ability to adapt and live harmoniously with others. Social skills were viewed as essential competencies for functioning within society, emphasizing adaptability to various contexts, positive interpersonal interactions, and adherence to social norms. (2) Guidelines for organizing experiential groupings
in homeschooling varied depending on each learner’s context. Differences were found in activity design, implementation processes, grouping methods, and developmental outcomes. These parental perspectives provide practical insights into fostering social skills within homeschooling settings. Five types of experiential groupings emerged: social interaction experiences, self-awareness and emotional regulation experiences, real-life and community-based learning experiences, simulation and problem-solving experiences, and creative and expressive experiences. These groupings serve as a framework for effectively promoting social skill development among homeschooled learners.