This paper explores how the current global social, economic, and political situation may affect the fears, hopes, and core values of young people as they try to imagine and plan their future. In a world marked by instability, inequality, and environmental concerns, many students find it difficult to picture what lies ahead. At the same time, the way adults, especially teachers, talk about the future can have a strong influence on how students think about their own possibilities. To better understand this dynamic, the study combines a review of national and European reports with original data collected through narrative-based guidance activities using images and photography. These activities were carried out in two school years: 2023–24 (n=441) and 2024–25 (n=473), involving students from their third year of high school. The findings show how students represent their future, the values they consider important, and the uncertainty many of them express. They also suggest the need for guidance practices that create space for personal reflection and help students give shape to their own vision of the future, even in complex and changing contexts.
I valori per il futuro: le narrazioni dei ragazzi per immagini a confronto con le opinioni degli insegnanti.
Paola Ricchiardi
;Teodora Lattanzi
2025-01-01
Abstract
This paper explores how the current global social, economic, and political situation may affect the fears, hopes, and core values of young people as they try to imagine and plan their future. In a world marked by instability, inequality, and environmental concerns, many students find it difficult to picture what lies ahead. At the same time, the way adults, especially teachers, talk about the future can have a strong influence on how students think about their own possibilities. To better understand this dynamic, the study combines a review of national and European reports with original data collected through narrative-based guidance activities using images and photography. These activities were carried out in two school years: 2023–24 (n=441) and 2024–25 (n=473), involving students from their third year of high school. The findings show how students represent their future, the values they consider important, and the uncertainty many of them express. They also suggest the need for guidance practices that create space for personal reflection and help students give shape to their own vision of the future, even in complex and changing contexts.
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