DECISION-MAKING IN TENTH-GRADE STUDENTS: EDUCATIONAL TRAJECTORIES, INTERCULTURAL CONTEXT, AND PARTICIPATORY STRATEGIES FOR LIFE PLANNING

Abstract

This article is part of a broader research study aimed at strengthening decision-making processes among tenth-grade students at the Francisco José de Caldas Educational Institution, within the framework of life project construction. Its purpose was to critically analyze recent literature published between 2020 and 2025 on adolescent decision-making processes, considering school trajectories, cultural contexts, and future perspectives, in order to provide a theoretical foundation for the design of a participatory and intercultural pedagogical strategy. The study adopted a qualitative approach through an interpretive documentary review that included scientific articles, theses, and books from Latin American contexts, retrieved from academic databases and institutional repositories. The analysis was organized around four theoretical axes: decision-making in adolescence, school trajectories and life project construction, cultural context and intercultural education, and participatory pedagogical strategies in secondary education. Through thematic analysis and theoretical triangulation, the findings indicate that decision-making processes in upper secondary education are strongly influenced by socio-emotional, educational, and cultural factors, which significantly shape students’ personal and vocational projections. These results provide conceptual foundations for the design, implementation, and evaluation of a participatory and intercultural pedagogical strategy aimed at strengthening students’ decision-making and life project development.