Abstract:

Introduction:
In the Colombian educational context, education is understood as a necessary pedagogical action for human lifelong learning from biopsychosocial areas and centered on comprehensive development. Thus, social and cultural educational contexts present particularities, habits and behaviors that lead to the configuration of specific lifestyles for children and adolescents. The objective of the study is to analyze the spiritual lifestyle of students belonging to the Association of Jesuit Schools of Colombia (ACODESI).

Theoretical Framework:
Spiritual practices encompass feelings, experiences, dreams, and frustrations, in turn, are related to a spiritual lifestyle, which can be linked to school contexts. In this sense, the literature highlights four categories of spiritual lifestyle in the educational context:
a) Interiority «being aware of one's inner reality - feelings, impulses and emotions»;
b) Community «self-awareness that allows seeking autonomy with possibilities to think and reflect»;
c) Service «transcends personal interests to empathize with others from a love that manifests as dignity and justice»; and
d) Celebration «giving meaning to beliefs and acting upon them through the expression of signs and symbols that commemorate interiority, community, and service». In children and adolescents, these categories manifest within their daily school activities, integral to their formative context.

Methodology:
A mixed descriptive cross-sectional study was applied to a population of students (N=839) aged 14.5 ± 2.5 years, enrolled in three schools belonging to ACODESI during the first semester of 2024; 55.1% (n=462) were female and 44.9% (n=377) were male. A self-administered questionnaire was designed with 16 Likert Scale items, with a Cronbach's Alpha ≥ 0.85 (α), and two open-ended questions, which inquired about spiritual lifestyle variables such as: Interiority (IT), Community (CM), Service (SV) and Celebration (CB).

Results:
From a quantitative perspective, a negative index is evident for IT, where 50.8% (n=426) do not engage in any activities to become aware of internal life-affecting factors. Similarly, for SV, 50.4% (n=423) do not participate in collaborative spaces to assist those in need. Likewise, in CB, 71.9% (n=603) do not utilize signs and symbols to express internal life, and 69.8% (n=586) do not identify with signs and symbols that express a spiritual experience as a life existence. Conversely, CM shows a positive index where 73.1% (n=613) consider peers and friends to be a support network during tough times, and 75.9% (n=637) cite the family network as the main support during adversity. Qualitatively, students recognize that achieving a spiritual lifestyle entails praying, meditating, attending mass and church, having faith, and approaching God. They emphasize the importance of self-awareness, reflecting on one's actions, and strengthening support networks with family and friends. Moreover, students note the need for schools to offer more classes and guidance on the topic and to reinforce pastoral care as a strategy for fostering this lifestyle.

Conclusions:
There is a necessity to strengthen student support strategies through the development of pedagogical approaches that address educational contexts, focusing on student attention, prevention, and self-reflection toward enhancing school well-being and promoting spiritual lifestyles that contribute to quality of life and healthy living habits.

Keywords:

Spirituality, Lifestyle, Educational Context.