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

Fuentes-Vilugrón, Gerardo; Saavedra-Vallejos, Esteban; Andrade-Mansilla, Elías; Zapata-Zapata, Viviana; Riquelme-Mella, Enrique; Caamaño-Navarrete, Felipe; Arriagada-Hernández, Carlos; Correa-Araneda, Francisco; Astorga-Villena, Alejandra; Correa Araneda, Rodrigo; Delval-Martín, Pablo

doi:10.3390/su18010037

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

by

Gerardo Fuentes-Vilugrón

^1,2

,

Esteban Saavedra-Vallejos

^3,*

,

Elías Andrade-Mansilla

⁴

,

Viviana Zapata-Zapata

⁴,

Enrique Riquelme-Mella

⁴

,

Felipe Caamaño-Navarrete

^1,2

,

Carlos Arriagada-Hernández

^1,2

,

Francisco Correa-Araneda

^5,6,

Alejandra Astorga-Villena

⁷,

Rodrigo Correa Araneda

⁸ and

Pablo Delval-Martín

^9,10

¹

Facultad de Educación, Universidad Autónoma de Chile, Temuco 4800916, Chile

²

Grupo de Investigación Colaborativa para el Desarrollo Escolar (GICDE), Universidad Autónoma de Chile, Temuco 4800916, Chile

³

Facultad de Salud, Universidad Santo Tomás, Valdivia 5110000, Chile

⁴

Facultad de Educación, Universidad Católica de Temuco, Temuco 4780000, Chile

⁵

Facultad de Salud, Universidad Autónoma de Chile, Temuco 4800916, Chile

⁶

Instituto Iberoamericano de Desarrollo Sostenible (IIDS), Universidad Autónoma de Chile, Temuco 4800916, Chile

⁷

Escuela Terapia Ocupacional, Facultad de Salud, Universidad Santo Tomás, Temuco 4800916, Chile

⁸

Colegio Pumahue Temuco, Cognita Schools, Temuco 4800916, Chile

⁹

Facultad de Educación, Universidad de Valladolid, 34001 Palencia, Spain

¹⁰

Facultad de Educación y Ciencias Sociales, Observatorio Chileno de Educación Física y Deporte Escolar, Universidad Andrés Bello, Santiago 8370146, Chile

^*

Author to whom correspondence should be addressed.

Sustainability 2026, 18(1), 37; https://doi.org/10.3390/su18010037

Submission received: 20 October 2025 / Revised: 14 November 2025 / Accepted: 12 December 2025 / Published: 19 December 2025

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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.

Keywords: biocultural spaces; emotional regulation; learning; Mapuche territory; indigenous education; intercultural schooling

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MDPI and ACS Style

Fuentes-Vilugrón, G.; Saavedra-Vallejos, E.; Andrade-Mansilla, E.; Zapata-Zapata, V.; Riquelme-Mella, E.; Caamaño-Navarrete, F.; Arriagada-Hernández, C.; Correa-Araneda, F.; Astorga-Villena, A.; Correa Araneda, R.; et al. Biocultural Spaces and Their Influence on Emotional Regulation and Learning for the Development of Sustainable Schools. Sustainability 2026, 18, 37. https://doi.org/10.3390/su18010037

AMA Style

Fuentes-Vilugrón G, Saavedra-Vallejos E, Andrade-Mansilla E, Zapata-Zapata V, Riquelme-Mella E, Caamaño-Navarrete F, Arriagada-Hernández C, Correa-Araneda F, Astorga-Villena A, Correa Araneda R, et al. Biocultural Spaces and Their Influence on Emotional Regulation and Learning for the Development of Sustainable Schools. Sustainability. 2026; 18(1):37. https://doi.org/10.3390/su18010037

Chicago/Turabian Style

Fuentes-Vilugrón, Gerardo, Esteban Saavedra-Vallejos, Elías Andrade-Mansilla, Viviana Zapata-Zapata, Enrique Riquelme-Mella, Felipe Caamaño-Navarrete, Carlos Arriagada-Hernández, Francisco Correa-Araneda, Alejandra Astorga-Villena, Rodrigo Correa Araneda, and et al. 2026. "Biocultural Spaces and Their Influence on Emotional Regulation and Learning for the Development of Sustainable Schools" Sustainability 18, no. 1: 37. https://doi.org/10.3390/su18010037

APA Style

Fuentes-Vilugrón, G., Saavedra-Vallejos, E., Andrade-Mansilla, E., Zapata-Zapata, V., Riquelme-Mella, E., Caamaño-Navarrete, F., Arriagada-Hernández, C., Correa-Araneda, F., Astorga-Villena, A., Correa Araneda, R., & Delval-Martín, P. (2026). Biocultural Spaces and Their Influence on Emotional Regulation and Learning for the Development of Sustainable Schools. Sustainability, 18(1), 37. https://doi.org/10.3390/su18010037

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

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