What are the preferences of boys and girls regarding their learning environments in the Chilean public school system?
DOI:
https://doi.org/10.21703/rexe.v24i54.2776Keywords:
Learning environment, Learning conditions, Primary education, School climate, ClassroomAbstract
The study aims to analyze the demands made by fifth-grade students from Chilean public schools regarding their learning environments. A qualitative approach was used, employing content analysis techniques. The corpus of analysis is based on texts written by children in response to the question: Would you ask your principal or teacher for something at school?, within the framework of the School Coexistence Monitoring System of the Habilidades para la Vida (Skills for Life), JUNAEB Program. Out of a total of 870 responses, 30.2% contained demands and/or requests related to the physical and/or psychosocial learning environment. Regarding the psychosocial environment, students highlight the need to establish kind and close relationships with adults, receive fair and equal treatment, and have teachers who are attentive to their needs and concerns. They also express the desire to learn in a fun and engaging way and ask their teachers to believe them and remember that they, too, were once children. In terms of the physical environment, students demand adequate material conditions for learning, such as the maintenance and repair of school infrastructure and furniture, the management of environmental factors to improve learning conditions (temperature, lighting, ventilation), the incorporation of elements addressing safety concerns in classrooms (lockers and cameras), and the ability to personalize and make decisions about their environment, including classroom decoration and seating arrangements. Understanding children's perspectives enhances the comprehension of the role that school environments play in learning and daily interactions, providing valuable input for the development of improvement plans and the strengthening of school climate.
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