Training, personal agency and life project: perspectives from education and social reality

Abstract

The text reflects on the relationship between education, personal agency, well-being, and life projects based on two studies published in the issue. The first study examines the association between academic performance and locus of control among students enrolled in technical and technological programs at the University of Cartagena, emphasizing that self-control, autonomy, determination, confidence, and persistence positively influence academic achievement. This finding highlights the importance of strengthening pedagogical strategies and academic support programs that promote personal responsibility in learning processes. The second study analyzes satisfaction with the life projects of informal traders in downtown Florencia, showing that life satisfaction does not always correspond to personal self-actualization. Conditions such as informal employment, economic instability, and social vulnerability may restrict the full development of individual aspirations. Together, both studies show that human development depends on personal, social, and institutional factors, while calling for rigorous and contextualized research to guide educational, social, and well-being policies.