Design and Practice of Futures Literacy curriculum in Secondary Schools

Abstract

This study explores a curriculum designed to introduce Futures Literacy (FL) into secondary education. The goal was to support students in making reflective and independent decisions about their future paths. Using tools such as the Futures Cone and a Decision-making Matrix, the lessons encouraged students to question assumptions and consider diverse possibilities. The findings suggest that FL can foster critical thinking and long-term perspectives. It also helps students develop the agency to imagine and choose preferable futures.