The educational and career aspirations of young people living in remote and rural areas have gathered increasing attention in academic research (Kilpatrick & Abbott-Chapman, 2002; Yndigegn, 2003; Corbett, 2016; Bernard et al., 2023; Sampaio & Silva, 2023). While social justice encompasses inclusive education and embodies principles of equity, opportunity, and democracy (Fraser, 2008; Ball, 2021; Estêvão, 2018), it is also accurate that an individual's birthplace significantly shapes their health, education, and life expectancy (Smith, 1994). In the Portuguese context, of the 278 municipalities in continental Portugal, 38 are situated along the border regions with Spain. These areas exhibit many distinctive features that extend beyond geography to encompass educational, socioeconomic, and cultural dimensions (National Programme for Territorial Cohesion's Agenda for Inland Regions 2018). Indeed, these regions face challenges, including an aging population, low-income levels, and geographical dispersion of the population and educational opportunities (Collins & Cunningham, 2017), characterized as peripheral, remote, and primarily rural or semi-urban (Silva, 2014). In Portugal, ten border regions lack secondary education, causing young people to leave their regions to continue their studies. Additionally, over 60% of higher education institutions (HEIs) are located in the coastal areas, posing challenges for those in border regions (Saloniemi et al., 2020). Consequently, young individuals from these regions face difficulties planning their educational and career paths, often considering leaving their hometowns (Serracant, 2015; Silva et al., 2021; Sampaio, Silva & Faria, 2023). A case study in a Portuguese borderland school (Silva, 2014) illustrates how the geographic dimension not only influences mobility but also shapes a sense of belonging, profoundly impacting educational aspirations. Disadvantages stem from economic constraints and social and cultural devaluation, as environmental capital resources dictate life chances, influencing spatial equality of opportunity, i.e., social justice (Israel & Frenkel, 2018).

In this sense, our research aims to comprehensively understand the socio-educational dynamics experienced by young people in these regions, focusing on their future expectations after compulsory education. Specifically, we explore their intentions regarding higher education, employment, and the combination of work and study. Based on Fraser’s (2001, 2008) social justice framework, within the context of Portuguese border regions, it is possible to recognize that social justice operates through a dualistic interplay between recognition and redistribution, disrupted by multifaceted inequalities demanding redistributive measures to address lower incomes, restricted employment opportunities, and identity disparities rooted in geography, history, and culture (Collins & Cunningham, 2017). In summary, our research sheds light on youth's complex challenges and aspirations in Portuguese border regions, aiming to inform policy and practice to enhance opportunities and social justice for young people in these regions.

The data analyzed in this paper is grounded in a large-scale study on resilience, engagement, and sense of belonging among young people growing up in border regions of Portugal (GROW.UP - Grow up in border regions in Portugal: young people, educational pathways, and agendas – PTDC/CED-EDG/29943/2017), conducted across 38 schools situated in the Portuguese-Spanish border regions. Our objective is to comprehend the future expectations of young individuals in these border regions after completing compulsory education. We administered an on-site questionnaire to school students within these regions to achieve this goal and capture diverse perspectives. The data presented and discussed in this paper originates from 28 border region schools that offer secondary education, as the remaining 10 provide education only up to the 9th grade. We contacted these 28 schools via email and telephone, explaining the study's objectives and requesting student participation in the questionnaire. The selected schools represent various regions across the country, from the north to the south. Our sample comprises 3653 young people attending 10th, 11th, and 12th grades, with 55.4% female and 44.4% male. For this paper, we focused on items designed to measure secondary school students’ perceptions regarding their career or educational paths after 12th grade, particularly their choices post-compulsory education and their intentions to remain or leave their regions. These items were developed based on theoretical frameworks and empirical evidence, ensuring content validity through evaluation by two experts and face validity through a group interview with young individuals. Additionally, a pre-test involving a pilot study (n = 45) was conducted to refine the items for language clarity, format, and chosen response scale, which ranged from 1 – totally disagree to 5 – totally agree. Data analysis was conducted using IBM SPSS Statistics 28, and the questionnaire underwent approval and data protection procedures by the General Education Board of the Portuguese Ministry of Education.

This research aims to enhance a deeper understanding of the educational and career pathways of young individuals in remote and rural regions of Portugal, focusing on informing educational policies and support systems tailored to these areas. Our findings reveal that most young people in border regions aspire to pursue higher education (HE) upon completing 12th grade. At the same time, only a minority expect immediate entry into the labor market without further studies. Notably, many students interested in post-compulsory employment often perceive HE as less pivotal in augmenting their prospects. These findings underscore the intricate interplay of youth aspirations, regional identities, and educational trajectories. Educational and career decisions, as evidenced, are multifaceted phenomena shaped by personal experiences, cultural contexts, and the availability of opportunities (Ball, 2021). Despite the complexities, schools emerge as pivotal institutions capable of attenuating marginalization among youth in remote areas (Amiguinho, 2008), offering avenues for social integration, civic engagement, and identity formation (Bendit & Miranda, 2017). An exciting remark emerges regarding the predisposition of a small but noteworthy percentage of students to pursue HE within their region, citing peer influence as a contributing factor. At the same time, a larger cohort contemplates studying elsewhere. Geographically, students from the Center display relatively lower propensities to leave their locales, whereas those from Alentejo-Algarve regions exhibit greater openness to relocation. Gender disparities are also evident, with females demonstrating heightened academic aspirations and a more pronounced readiness to relocate compared to their male counterparts, who tend to prioritize immediate employment to support familial obligations. Noteworthy is the nuanced stance of students with parents possessing lower educational attainment levels, who evince a dual inclination: to contribute to their families' welfare through employment while harboring aspirations for HE attainment to secure brighter futures.

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