PERCEPTIONS OF SUSTAINABLE DEVOPMENT AMONG CHILEAN SECONDARY SCHOOL STUDENTS: A MULTIPLE CASE STUDY

Abstract

Sustainable development is seen to carry neoliberal values. Pedagogical practices and their capacity to generate learning are thus questioned in terms of addressing social, economic, and environmental challenges. Because this content runs across the Chilean curriculum, this study aimed to analyze students’ perceptions so as to identify whether these views support a citizenry capable of deliberating on the many factors influencing local sustainability. A descriptive qualitative‐hermeneutic approach was adopted, and the study was framed as a multiple case analysis. Data was gathered through two focus groups involving a purposive sample of 20 secondary students from two schools in Talca, Chile. The findings revealed a favorable evaluation of the development model. It was observed that individual behaviors were learned in a way that isolated the political dimension from civic discussion, despite the socioeconomic tensions inherent in sustainability. Overall, the didactic competencies of future educators should be enhanced. Such strengthening is seen as essential to address this subject matter from a contested angle and to foster critical thinking about the uncertainties in achieving social and environmental objectives.