Futures Studies in Social Studies Learning Management: Navigating Learning in Disruptive Times

Abstract

This article examines the integration of futures studies into social studies education within the context of 21st-century disruptive changes, with the aim of enhancing learners' capacities in futures thinking skills and their ability to navigate highly uncertain situations. An in-depth analysis of the relationship between these two disciplines reveals their mutual promotion of “futures imagination” and “futures literacy,” which serve as fundamental pillars for social innovation.                The research findings propose five distinct approaches for future-oriented social studies education and introduce a novel conceptual framework comprising a five-stage learning process. Furthermore, the study examines the inherent challenges in implementing futures studies concepts, emphasizing the necessity for paradigm shifts in education, the development of comprehensive futures learning ecosystems, and the establishment of an effective balance between technological advancement and humanistic values. These findings hold significant implications for educational policy development, curriculum design, and teacher professional development within the context of ongoing social and technological transformations.