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The Case For Embedding Futures Thinking in University Teaching & Learning

Hirst, John; Spellman, Cat

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Authors

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John Hirst j.e.hirst@durham.ac.uk
Associate Professor

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Cat Spellman catherine.spellman@durham.ac.uk
Assistant Professor



Abstract

This paper addresses a critical need for Higher Education, and Business Schools in particular, to embed Futures Thinking skills into their curricula in order to prepare the incoming generations of leaders for the radical change that the world is facing. Inspired by the works of John Elkington amongst others, this paper contextualises the importance of Futures Thinking in confronting global challenges, such as climate change, from a broader perspective and within education more specifically. The current tools and frameworks available to accommodate and inspire Futures Thinking are explored before presenting the rationale for an ongoing project at Durham University Business School to introduce undergraduate students to Futures Thinking through integrating scenario exploration with low-tech gamification in a final year module.

Citation

Hirst, J., & Spellman, C. (2024). The Case For Embedding Futures Thinking in University Teaching & Learning. Enhancing Teaching and Learning in Higher Education, 1, 97-109. https://doi.org/10.62512/etlhe.1

Journal Article Type Article
Acceptance Date Oct 13, 2023
Online Publication Date Feb 29, 2024
Publication Date Feb 29, 2024
Deposit Date Oct 19, 2023
Publicly Available Date Mar 4, 2024
Journal Enhancing Teaching and Learning in Higher Education
Peer Reviewed Peer Reviewed
Volume 1
Pages 97-109
DOI https://doi.org/10.62512/etlhe.1
Public URL https://durham-repository.worktribe.com/output/1806790

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