The Case For Embedding Futures Thinking in University Teaching & Learning
Hirst, John; Spellman, Cat
Authors
John Hirst j.e.hirst@durham.ac.uk
Associate Professor
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
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Take urgent action to combat climate change and its impacts
Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
