A Framework for Developing Communication Skills Through Structured School-Based Learning Activities

Abstract

Communication skills form a foundational component of student development, influencing academic performance, social interaction, cognitive expression, collaborative learning, and long-term personal and professional success. This review paper presents an analytical exploration of a structured framework for developing communication skills through school-based learning activities, drawing upon interdisciplinary research in language development, educational psychology, sociocultural learning theory, child development studies, classroom discourse analysis, and competency-based pedagogy. The paper examines how structured learning activities—including dialogic interaction, collaborative tasks, guided discussion, presentation-based learning, literacy enrichment, peer communication, and reflective expression—strengthen communication abilities by integrating verbal fluency, listening competence, interpersonal sensitivity, expressive clarity, critical thinking, and socio-emotional communication strategies. The analysis highlights that communication skills develop most effectively when embedded within intentional instructional design, scaffolded interaction, experiential learning cycles, and classroom environments that encourage participation, confidence, and expressive agency. Furthermore, the review emphasizes that communication development is influenced by cultural background, linguistic diversity, teacher modelling, peer dynamics, and institutional climate, demonstrating that communication learning requires inclusive, adaptive, and context-responsive educational approaches. The findings underscore the need for structured school-based frameworks that position communication skills as core developmental outcomes rather than supplementary competencies, concluding with implications for curriculum planning, teacher preparation, assessment reform, and future research in communication-based education.