Identifying similarities and differences in sustainability education and foresight and futures education
A comparative analysis of competence frameworks
Bibliographic Data
| ID | 12427827 |
|---|---|
| Authors | Tryggvi Thayer (0000-0002-6806-1112, University of Iceland, corresponding author) |
| Year | 2023 |
| Volume | 31 |
| Issue | 2 |
| Pages | 95-109 |
| Publication date | 2023-01-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/oth-11-2022-0066 |
| OpenAlex | W4318249861 |
| Language | EN |
| References cited | 13 |
Purpose The purpose of this study was to determine in what ways the competence frameworks analyzed converge or diverge and whether they are similar enough to be considered equivalent. Design/methodology/approach This study is based on a comparative analysis of competence frameworks describing sustainability education and foresight and futures education. Findings This study finds that sustainability education and futures and foresight education differ in significant ways in terms of expected outcomes as described by competence frameworks. The two educational fields cannot be considered equivalent. Rather, we find that they are complementary. Research limitations/implications This study is based on an analysis of competence frameworks that have been published in peer-reviewed publications. They do not necessarily reflect what is actually practiced in educational environments. Also, competence frameworks may be in circulation that have not been described in scholarly publications and are therefore not included in this study. Practical implications The results of this study can be helpful for further refining and developing both sustainability education and futures and foresight education by clarifying the different roles that they play in promoting the skills needed to address long-term challenges in uncertain futures. Social implications The rapid rise in prominence of sustainability education, in particular, but also foresight and futures education, is indicative of current concerns about the future of our planet and the beings that inhabit it. There is a sense that a key role of education should be to contribute to a pursuit of positive futures for all. By clarifying how current educational practices address this need, this study contributes to the overall goal of education. Originality/value Sustainability education and foresight and futures education have been regarded as being at least similar enough that implementing one may preclude the necessity for the other. This study shows that there are significant differences between the two as they have been defined in published competence frameworks. In particular, it shows that sustainability education emphasizes the use of anticipatory intelligence for strategic planning, while foresight and futures education emphasize the generation of anticipatory intelligence. The two fields are found to be complementary in that they address different, but equally necessary, skills needed to address long-term challenges
Business · Competence (human resources · Engineering ethics · Futures contract · Futures studies · Sociology · Sustainability · Computer Science · Education and Critical Thinking Development · Engineering · Environmental Education and Sustainability · Psychology · Social Psychology · Sustainability in Higher Education · Ecology
| Highly cited | No |
|---|