Competency Area 4
Key competences:
Futures literacy, imagination, originality, adaptability, regenerative thinking, exploratory thinking, perspective-taking, active hope.
Examples of guidance
- Expand learners’ imagination for alternative worlds or pathways, through futures thinking integrating science, the arts and other creative and embodied approaches (futures literacy, imagination);
- Help learners identify and acknowledge the unavoidable impacts of climate change, while empowering them to envision collective action to reduce, adapt to, respond to, and recover from these impacts (adaptability);
- Explore scenarios of desirable futures, including regenerative futures, creating space for the learners’ dreams and visions that challenge unsustainable norms, cultures and structures (exploratory thinking, active hope).
Tools in this competence area
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Tool 4.1. Exploring futures through art
Much of the world we live in today first existed in the imagination. The cities we live in, the smartphones we hold in our hands, the eco-villages we created… were first a vision, science-fiction, or a dream in people’s minds. Numerous artists and designers have explored and experimented with different visions of the future at…
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Tool 4.2. Growing Futures Literacy
Futures Literacy and future thinking are rarely taught in schools and teacher training, although it is critical to discussing climate change, sustainability, resilience, regeneration, and transformation. Futures Literacy provides critical information and competences to reflect on our use of “the” future and make better-informed decisions in the present. It is not about creating a desirable…
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Tool 4.3. Experience emergence
Games and improvisations create spaces where learners experience not-knowing and a widening of possibilities of what may come next. They build competences to operate in situations of volatility, uncertainty, complexity and ambiguity. They also provide us with some training in collectively navigating the multiplicity of possible futures at each given moment. They also integrate playfulness…
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Tool 4.4. Designing for resilience and regeneration
This tool helps learners engage with the design of solutions to address climate change impacts on themselves, their communities and their ecosystems. It invites the group to go beyond the disaster risk reduction approach, which means working on reducing the risks related to extreme events associated with climate change. It fosters a more transformative approach…