Today's global challenges related to sustainable ways of living affect everyone and are interconnected, therefore, their resolution requires coordinated and systematic cooperation, involving various stakeholders. Education is an important tool in the field of information, awareness-raising as it creates a deeper understanding of global, national, local processes. Sustainability issues are expected to be included in curricula at various educational levels, however, students' views of these issues are rarely examined. This study aims to analyze Latvian secondary school students' views on sustainable living by applying content analysis to their responses to open-ended questions.

According to UNESCO document “Education for Sustainable Development: Towards the SDGs” (ESD for 2030) the five areas to be stressed to achieve 17 Sustainable Development Goals are the following:
1) integration of sustainability issues in all levels of policies related to education,
2) ensure that students acquire essential life knowledge and are able to apply what they have learned in their everyday lives,
3) provide educators with the knowledge, skills, values and attitudes needed for the transition to sustainability,
4) recognize young people as as key actors in addressing sustainability challenges and
5) emphasize the importance of actions in the local communities.

The paper provides a detailed contextual analysis of these five priority areas in relation to sustainable development.

The analysis of the students answers (N=31) shows a relatively well-developed awareness of sustainable living practices. Their responses indicate an understanding of the importance of individual actions in promoting sustainability, with particular emphasis on:
a) waste reduction,
b) environmentally friendly transportation,
c) energy conservation, and
d) conscious consumption.

Moreover, students express a willingness to adopt and promote sustainable habits in their daily lives. The responses also highlight a practical, behavior-focused perspective rather than systemic or policy-level considerations, indicating that while students are engaged at a personal level, further education may be needed to deepen their understanding of broader sustainability frameworks and long-term environmental impacts.

Understanding students' views enables educators and policymakers to align education more closely with learners' real-life experiences, thereby increasing engagement and promoting meaningful behavioral change towards achieving Sustainable Development Goals.

Keywords: Education, sustainability, secondary school students, development, views.