The aim of the paper is to explore the perceptions of temporal change, and the development of history elaborated by young Chilean secondary school students. Based on the category of historical sensitivity (Sim & oacute;n, 2019), the most significant projections of the future for this group are described, visualizing how they see change over time on a large scale and make sense of the world. Aquantitative design was used with a non-probability sample of 431 students. Statistical-descriptive analyses show the perception of historical change as an invariance, the rupture of the understanding of history as progress and the emergence of conflicting, dehumanized and dystopian future events. The conclusions present some relevant considerations for history education, about the transitions experienced by the temporal experience of new generations and the relevance of projecting the idea of change linked to historical learning.