LEGAL PERSPECTIVE ON HOLISTIC EDUCATION IN CONTEMPORARY CONTEXTS

Abstract

This article critically examines the relationship between holistic education and the Panamanian legal framework, with the aim of identifying the progress, limitations, and challenges facing its implementation within the national education system. From a qualitative, interpretive perspective, semi-structured interviews were conducted with experts in education and law, complemented by an exhaustive review of regulatory documents, public policies, and curricula. The study analyzes the philosophical, pedagogical, and legal foundations that underpin the holistic development of the human being, highlighting its connection to the principles of equity, global citizenship, and sustainability. The results reveal that, although the Panamanian regulatory framework recognizes the importance of holistic development, gaps persist in its practical implementation, especially regarding the integration of socio-emotional, ethical, and ecological dimensions into teaching. There is a clear need to update educational legislation, strengthen teacher training, and design public policies that promote a more inclusive, humanistic educational vision aligned with the Sustainable Development Goals (SDGs). The research concludes with a proposal aimed at strengthening the links between law, education, and sustainable human development in Panama, promoting an educational transformation centered on the individual, the community, and life in harmony with the environment.

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