Integration of the Concept and Dimensions of Sustainability into the Curricular Bases of Third Year (11th Grade) and Fourth Year (12th Grade) of Secondary Education in Chile

Mauricio Winner-Silva, Jairo Azócar-Gallardo (), Rodrigo Lagos-Vargas, Alex Pavie Nova, Guillermo Laclote-Gutierrez, Mauricio Cresp-Barria and Tiago Vera-Assaoka
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Mauricio Winner-Silva: Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile
Jairo Azócar-Gallardo: Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile
Rodrigo Lagos-Vargas: Departamento de Educación, Universidad de Los Lagos, Osorno 5290000, Chile
Alex Pavie Nova: Departamento de Humanidades y Arte, Universidad de Los Lagos, Osorno 5290000, Chile
Guillermo Laclote-Gutierrez: Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile
Mauricio Cresp-Barria: Departamento de Educación e Innovación, Facultad de Educación, Universidad Católica de Temuco Chile, Temuco 4780000, Chile
Tiago Vera-Assaoka: Departamento de Ciencias de la Actividad Física, Universidad de Los Lagos, Osorno 5290000, Chile

Sustainability, 2025, vol. 17, issue 19, 1-16

Abstract: Sustainability is a foundational principle in Chilean education, reflected in curricular objectives related to environmental care, economic development, and social well-being. This study analyzes the integration of sustainability concepts and dimensions into the curricular bases of the third year (11th grade) and fourth year (12th grade) in Chilean secondary education. Using a sequential explanatory mixed-methods design and content analysis, the quantitative phase identified six key sustainability-related terms and their presence across curricular components and subject areas. The qualitative phase examined the inclusion of the environmental, social, and economic dimensions within those areas. The results show that sustainability concepts appear in seven subject areas, with greater emphasis on learning objectives and educational purposes. However, the environmental dimension dominates, while the social and economic aspects are underrepresented. These findings reveal conceptual ambiguities and uneven integration, highlighting challenges for implementing a multidimensional sustainability approach in Chilean classrooms.

Keywords: sustainability; curriculum; secondary education; Chile; educational policy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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