Republic of the Philippines

Eulogio “Amang” Rodriguez

Institute of Science and Technology
Graduate School
Nagtahan, Sampaloc, Manila

NAME: CRIS D. SUBALISID

SUBJECT: MAS 106 - CURRENT ISSUES AND PROBLEMS
IN EDUCATION
TOPIC: FUTURES THINKING IN EDUCATION
Professor: DR. ERIC MENDOZA

INTRODUCTION:
Amidst the face of technological advances and evolving business
needs, the skills and knowledge students acquire in their
education can become rapidly outdated, and even the most hyped
skills of today can become obsolete within the next few years.
For example, a report on the future of work by the World Economic
Forum estimates that 65% of children who have started school in
2016 will work in positions that don’t yet exist today. So, how
can education prepare students for a world not yet known?

What are futures thinking in education?

According to the Organization for Economic Cooperation and
Development (OECD), Futures Thinking in Education is a method for
informed reflection on the major changes that will occur in the
next 10, 20 or more years in all areas of social life, including
education. While the future cannot be reliably predicted, one can
foresee a range of possible futures and relate the most desirable
scenario for a particular groups and societies.

3 Ways Strategic Foresight in Education Help Prepare Students for

Future Changes
1. USING FORESIGHT TOOLS TO ENGAGE STUDENTS

Futures is an abstract and multifaceted concept, and it can be

difficult to grasp for children and adults alike. Moreover, being
the first digital-native generation who grew up with technology,
seamless user experiences are crucial to keep today’s students
engaged and motivated to learn.

Using digital foresight tools for education can help bring

structure to the intangible concept of futures, and the
interactive components of these tools can engage students to
explore different aspects of futures.

Digital foresight tools also enable participatory and

collaborative learning by facilitating effective communication.
Students can, for example, create their own radars to communicate
their plausible futures to their classmates.

2.DEVELOPING CRITICAL FUTURE THINKING SKILLS

In an era where knowledge is abundant and easily available at the

click of a button, students need critical thinking skills to be
able to navigate the vast amount of information. Practicing
strategic foresight helps students build critical thinking skills
primarily by inviting them to consider a diversity of
perspectives. Reflecting on their values, expectations and vision
of the future will invite students to think critically about what
they would want to change in the present and why.

Sharing and discussing their visions of the future with their

classmates will further develop students’ critical thinking
abilities, and building a shared vision together will also help
them build empathy skills.

3. SCENARIO BUILDING TO PREPARE STUDENTS FOR FUTURE CHANGES

Imagining alternative futures not only improves the students’

storytelling abilities but it also fosters their creativity by
encouraging them to think in new ways and make new connections.
It promotes a culture of experimentation and thinking outside the
box, and helps them arrive at innovative breakthrough solutions
to meet the challenges of the future.
Here are some current concerns related to incorporating futures
thinking in education:
1. Anticipating future needs: Futures thinking involves
understanding the emerging trends, challenges, and opportunities
in education, such as advancements in technology, globalization,
and the changing nature of work. Educators and policymakers need
to anticipate these needs to design educational programs and
policies that will equip learners with the necessary knowledge,
skills, and competencies for the future.
2. Scenario planning: Scenario planning is a powerful tool in
futures thinking. It involves envisioning different plausible
futures and developing strategies that can work in each scenario.
In Philippine education, scenario planning can help policymakers
and educational institutions prepare for potential changes, such
as demographic shifts, economic developments, or technological
breakthroughs.
3. Long-term planning: Futures thinking encourages long-term
planning in education. Instead of focusing solely on short-term
goals and immediate needs, educators and policymakers need to
consider the long-term impact of their decisions. This includes
looking beyond the current school year or election cycle and
thinking about the potential consequences and benefits that
certain policies or practices may have in the future.
4. Innovation and adaptability: Futures thinking promotes
innovation and adaptability in education. It encourages educators
to explore new teaching methods, incorporate emerging
technologies, and adopt flexible policies that can respond to
evolving needs and circumstances. By fostering a culture of
innovation and adaptability, Philippine education can better
prepare learners for a rapidly changing world.
5. Stakeholder involvement: Futures thinking in education
involves engaging various stakeholders, including students,
parents, educators, policymakers, and industry representatives.
It recognizes that building a better education system for the
future requires diverse perspectives and collaborative efforts.
By involving stakeholders in educational decision-making
processes, their valuable insights and experiences can contribute
to the development of effective strategies and policies.
6. Socioeconomic disparities: Philippines is also facing
significant socioeconomic disparities that can impact the
inclusion and implementation of futures thinking in education.
Students from disadvantaged backgrounds may have limited access
to quality education, resources, and opportunities for future
skills development. Efforts must be made to ensure that all
students, regardless of socioeconomic background, have equal
access to a future-oriented education.
7. Transition from theory to practice: While the concept of
futures thinking in education is gaining recognition, there may
be challenges in transitioning from theory to practice.
Implementing futures thinking requires systemic changes, teacher
training, and a shift in pedagogical approaches. The DepEd needs
to provide support and guidance to schools in effectively
implementing futures thinking strategies.
8. Limited teacher training and resources: While DepEd
acknowledges the importance of futures thinking in education,
many teachers may not have received adequate training and support
to effectively incorporate it into their teaching practices. The
department must invest in professional development programs and
resources to equip teachers with the necessary knowledge and
skills.

CONCLUSION:

Overall, futures thinking in Philippine education aims to create

a dynamic and future-proof education system that can effectively
respond to the changing needs of learners and society. It
involves considering long-term visions, innovative approaches,
and stakeholder involvement to create a more sustainable and
relevant education system for the future.

REFERENCES:
https://www.deped.gov.ph/2021/05/07/briones-stresses-the-need-
for-futures-thinking-in-education-at-seameo-congress-2021/

https://www.tesda.gov.ph/Uploads/File/TVET%20Brief/
2021/%5bREVISED%5d%2021.04.29_TVET-Brief-1_Futures-Thinking
%20(1).pdf

https://www.futuresplatform.com/blog/3-ways-strategic-foresight-
education-help-prepare-students-future-changes?
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