The concept of Futures Literacy and Foresight (FLF) highlights how people’s imagination of the future strongly shapes present-day decisions, often without conscious awareness. The authors argue that in a time of uncertainty, complexity, and rapid change, there is a growing need to develop the ability to question, unlearn, and reframe assumptions about the future. This capability is not just an academic exercise but a practical skill that helps individuals and organisations navigate societal transitions and make more informed decisions. Through their work at the UNESCO Chair on Futures Literacy, the authors focus on making FLF more accessible beyond universities by embedding it into public spaces, organisations, and governance systems.
Their experience with museums and municipalities shows how futures thinking can be transformed into a participatory and inclusive process. Museums such as Museu do Amanhã in Brazil and Sonnenborgh Observatory in the Netherlands have shifted from presenting fixed narratives about the future to creating open, interactive spaces where the public is encouraged to question assumptions and co-create meaning. Similarly, collaborations with municipalities demonstrate how structured futures literacy processes can bring together citizens, policymakers, and other stakeholders to collectively explore challenges such as climate adaptation and energy justice, leading to more inclusive and responsive decision-making.
The work also highlights that futures literacy requires rethinking traditional top-down approaches to governance and knowledge creation. By using tools such as the X-Curve for understanding societal transitions, it becomes possible to identify what systems need to change and what new possibilities can emerge. The overall message is that futures literacy is most effective when it is practiced collaboratively, enabling communities and institutions to co-create shared visions of the future and build more resilient, adaptive, and inclusive societies.
