Biocultural Spaces and Their Influence on Emotional Regulation and Learning for the Development of Sustainable Schools

Abstract

Schools situated in indigenous territories have historically replicated Western Eurocentric spatial models, often excluding local cultural knowledge and practices. This exclusion has impacted students’ emotional well-being, learning quality, and the contextual relevance of pedagogical approaches. This study aims to explores the socio-ecological context of school spaces in Mapuche territories in La Araucanía, Chile, and examines how teachers perceive these spaces and their influence on emotional regulation and learning. Using a qualitative multi-case study design, data were collected from three schools in Cholchol, Nueva Imperial, and Toltén through land cover/use mapping within a 3 km radius and semi-structured interviews with 15 teachers. Analysis was conducted using constructivist grounded theory. The findings reveal that schools are embedded in landscapes comprising agricultural zones, water bodies, monoculture plantations, and nearby Mapuche communities. Teachers conceptualize school spaces beyond physical infrastructure, recognizing socio-ecological and cultural dimensions. However, school design remains predominantly Western and monocultural, with limited integration of Mapuche spiritual and territorial elements. The main contribution of this research is to provide empirical evidence that strengthening the connection between school spaces and their biocultural context can enhance students’ sense of belonging, emotional regulation, and learning. This study advances the topic by highlighting the critical role of teachers’ perceptions and the socio-ecological context in the design of intercultural and sustainable schools, offering a concrete framework for overcoming regulatory and architectural limitations that continue to impede the implementation of inclusive public policies in indigenous educational settings.