Today's global challenges related to sustainable ways of living affect everyone and
are interconnected, therefore, their resolution requires coordinated and systematic
cooperation, involving various stakeholders. Education is an important tool in the
field of information, awareness-raising as it creates a deeper understanding of global,
national, local processes. Sustainability issues are expected to be included in curricula
at various educational levels, however, students' views of these issues are rarely
examined. This study aims to analyze Latvian secondary school students' views on sustainable
living by applying content analysis to their responses to open-ended questions. According
to UNESCO document “Education for Sustainable Development: Towards the SDGs” (ESD
for 2030) the five areas to be stressed to achieve 17 Sustainable Development Goals
are the following: 1) integration of sustainability issues in all levels of policies
related to education, 2) ensure that students acquire essential life knowledge and
are able to apply what they have learned in their everyday lives, 3) provide educators
with the knowledge, skills, values and attitudes needed for the transition to sustainability,
4) recognize young people as key actors in addressing sustainability challenges and
5) emphasize the importance of actions in the local communities. The paper provides
a detailed contextual analysis of these five priority areas in relation to sustainable
development. The analysis of the students answers (N=31) shows a relatively well-developed
awareness of sustainable living practices. Their responses indicate an understanding
of the importance of individual actions in promoting sustainability, with particular
emphasis on: a) waste reduction, b) environmentally friendly transportation, c) energy
conservation, and d) conscious consumption. Moreover, students express a willingness
to adopt and promote sustainable habits in their daily lives. The responses also highlight
a practical, behavior-focused perspective rather than systemic or policy-level considerations,
indicating that while students are engaged at a personal level, further education
may be needed to deepen their understanding of broader sustainability frameworks and
long-term environmental impacts. Understanding students' views enables educators and
policymakers to align education more closely with learners' real-life experiences,
thereby increasing engagement and promoting meaningful behavioral change towards achieving
Sustainable Development Goals. Keywords: Education, sustainability, secondary school
students, development, views.
