Comprehensive Education as a Core Element of the Life Project

An Ethical and Reflective Perspective

Abstract

The empirical findings reveal a dynamic ecosystem structured around a five-pillar framework, driven by the tension between a baseline dimension of fear or insecurity (triggered by institutional exclusion and academic performance pressures) and the activation of resilient mechanisms (recreation, spirituality, and family support networks). Crucially, the data demonstrate that these coping strategies are structurally organized by an emergent ethical framework centred on honesty and personal integrity. Collectively, these dimensions converge into a nuclear category of [Ethically Grounded Resilience] amid uncertainty, illustrating that the link between self knowledge and self-determination is fundamentally relational and dependent on comprehensive care environments.
Finally, these results are discussed in light of the Aristotelian tradition, Kentenich’s pedagogy, and Frankl’s logotherapy, contrasting an integrated, meaningdriven life project against the fragmented existence characteristic of postmodernity. The study concludes with actionable implications for school-family partnerships and care-based pedagogies aimed at fostering youth autonomy and human flourishing.