Why We Shouldn’t Be Afraid of Futures Literacy

 

When you first hear the term futures literacy, it might sound like something only experts in think tanks or big organizations should worry about. The phrase itself feels heavy, almost academic. But here’s the thing: futures literacy isn’t about predicting the future with a crystal ball. It’s about learning to play with possibilities so we’re not caught off guard when change inevitably comes.

Think about it—don’t we all do this already in small ways? When you save money for a rainy day, plan your kids’ education, or even pack an umbrella because the sky looks cloudy, you’re practicing a form of futures literacy. It’s simply the ability to imagine tomorrow and use that imagination to make smarter choices today.

So why are we afraid of it? Often because thinking about the future forces us to face uncertainties. What if technology takes away our jobs? What if climate change worsens? What if the world our children inherit looks nothing like the one we grew up in? These “what ifs” can feel overwhelming.

But here’s the beauty of futures literacy: it doesn’t stop at the scary questions. It asks us to go further. Instead of only worrying, we learn to ask new questions: What if technology frees us for more meaningful work? What if climate action sparks creativity and innovation? What if a changing world also brings opportunities we can’t yet see? Suddenly, the future becomes less of a threat and more of a canvas.

I once saw a group of teenagers explore futures literacy in a school workshop. At first, they groaned—it sounded like homework. But when they were asked to imagine the world in 2050, they lit up. Some envisioned flying classrooms, others talked about solving hunger through lab-grown food, and one even imagined friendships with AI companions. Their ideas weren’t just wild fantasies—they were practice in stretching their minds beyond fear into possibility.

And that’s what we adults often forget. Futures literacy is not about certainty, it’s about imagination. It allows us to loosen our grip on the idea that there’s only one future waiting for us. In reality, there are many. Our choices, values, and creativity shape which ones take root.

So let’s stop being afraid of futures literacy. It’s not a burden—it’s a superpower we all already have. With it, we can move from anxiety to agency, from “What if everything goes wrong?” to “What if something amazing happens?”

Because in the end, the future isn’t just something that happens to us. It’s something we help create. And that’s not scary—that’s exciting.

“Scenarios for Teaching and Training: From Being ‘Kodaked’ to Futures Literacy and Futures-Proofing”

 

Being Kodaked

The article “Scenarios for Teaching and Training: From Being ‘Kodaked’ to Futures Literacy and Futures-Proofing” by Sohail Inayatullah paints a vivid picture of how education might adapt—or fail to adapt—in the face of rapid automation, artificial intelligence, and global disruptions. Using scenarios developed from case studies in Australia and Malaysia, it shows how schools and universities could either cling to outdated models, make small digital adjustments, embrace emerging industries, or radically reimagine a world where jobs are no longer the central focus of education.

What makes the article engaging is the use of metaphors. Being “Kodaked” refers to the downfall of Kodak, a company that ignored change and was left behind. Likewise, educational systems that keep training students for jobs that vanish will risk irrelevance. The “drowning” metaphor reflects systems that only adapt incrementally, moving too slowly to keep pace with change. By contrast, “future-ready” education equips learners for robotics, renewable energy, emotional intelligence, and lifelong adaptability. The most radical future envisions education beyond jobs altogether, where learning is about meaning, creativity, and flourishing in cooperative economies supported by ideas like universal basic income.

The strength of Inayatullah’s approach lies in its clarity and imagination. The scenarios make it easy to see how different choices in education policy can lead to very different futures. The article also succeeds in connecting global trends to regional contexts, highlighting how Malaysia might pursue “Uberized universities” or micro-certifications, while Brunei could leverage its wealth to experiment with flexible, purpose-driven education.

Yet, the article has limitations. The warnings about a jobless future rely on bold forecasts that may exaggerate the impact of automation. Historically, technology has eliminated some work but created new kinds of employment too. The more radical visions—such as education for a world beyond jobs—are exciting but feel aspirational rather than practical. There is little detail on how governments, teachers, and communities could realistically transition to such systems. Likewise, while flexibility and emotional intelligence are mentioned as crucial, the article leaves unexplored how these could be systematically built into classrooms and assessments.

Overall, the article is not a policy blueprint but a tool for imagination. It challenges educators and policymakers to step outside of business-as-usual thinking and consider futures that may seem uncomfortable or even impossible today. Its biggest value is in sparking dialogue: should education prepare us just for jobs, or for life in a world where jobs may no longer define us?

Empowering NGOs Through Futures Thinking

 Non-governmental organizations are constantly navigating uncertain and rapidly changing environments. Whether they focus on poverty, health, education, or climate, their work often stretches across decades and relies on assumptions about what the future might hold. Futures literacy, the ability to understand that the future is not predetermined but made up of multiple possibilities, can transform the way NGOs think and act. By practicing futures literacy, NGOs can strengthen their ability to plan strategically. Instead of assuming that tomorrow will look like today, they can explore different scenarios, anticipate risks, and identify opportunities that might otherwise remain hidden. This makes them more resilient when facing funding cuts, shifting political landscapes, or unexpected crises such as pandemics or natural disasters.

Inside organizations, futures literacy improves decision-making by helping leaders and staff challenge their own assumptions and biases. It provides a shared language that allows diverse stakeholders—donors, governments, and local communities—to work together more effectively, aligning goals even when visions of the future differ. For staff, developing these skills builds capacity to move from reactive responses to proactive planning, making the organization more adaptive and confident in uncertain times.

On the program level, futures literacy fuels innovation. NGOs that use it are less likely to repeat outdated solutions and more likely to design creative interventions tailored to future needs. It can also be applied directly in the communities they serve. When young people, women, or marginalized groups are invited to imagine possible futures for their own lives and neighborhoods, it fosters empowerment and ownership. NGOs also gain a stronger voice in shaping public policy when they can provide governments and international institutions with well-thought-out foresight.

Examples are already emerging. A climate NGO might use futures literacy workshops with farmers to explore how they would adapt to water-scarce versus water-abundant futures. A human rights organization could anticipate the implications of future digital surveillance laws. A global health NGO might rethink strategies for pandemics and the role of artificial intelligence in healthcare. Each of these examples shows how futures literacy moves NGOs beyond reacting to events, helping them prepare for different possibilities while maintaining their mission and values.

Ultimately, the benefit of futures literacy for NGOs lies in empowerment. It equips them to become anticipatory rather than reactive, innovative rather than repetitive, and resilient rather than fragile. In a world where uncertainty is the only constant, these capacities are no longer optional—they are essential for NGOs that want to remain impactful and relevant in shaping better futures.

Shaping Tomorrow Starts At University

 

University life is often seen as the final preparation before stepping into adulthood, careers, and the wider responsibilities of society. It is a period of intense learning, discovery, and experimentation. Yet in today’s world, where industries are being reshaped by artificial intelligence, climate challenges, shifting economies, and new cultural dynamics, traditional knowledge alone is no longer enough. This is where futures literacy becomes invaluable for university students. Futures literacy, the ability to imagine and navigate different possible futures, equips young adults with the mindset to embrace uncertainty, think critically, and take ownership of the paths they choose.

For students at this stage, futures literacy is not just an intellectual exercise but a practical necessity. They face questions such as: What field should I work in? Will my degree still be relevant in ten years? How do I balance my personal dreams with the demands of a changing world? Futures literacy does not provide ready-made answers, but it gives students the tools to explore these uncertainties constructively. By learning to think in terms of multiple scenarios, they can recognise that the future is not fixed, and that flexibility and adaptability are as important as knowledge and skills.

In classrooms and lecture halls, futures literacy can be embedded across disciplines. A business student might explore the impact of automation on employment, while a medical student considers the role of biotechnology in health care. Students of literature and the arts can use futures thinking to imagine cultural shifts in a digital era, while engineering students might map scenarios for sustainable infrastructure in growing cities. Futures literacy encourages all of them to connect their specific disciplines to the larger questions of society, ethics, and human well-being. It stretches their perspective beyond exams and assignments into the broader arena of shaping the world.

This way of thinking also builds resilience. University students often encounter stress, competition, and setbacks—whether from academic challenges, financial worries, or uncertainty about job prospects. Futures literacy helps them see that one failed plan does not mean the end of possibilities. By imagining alternatives, they learn that careers can be non-linear, opportunities can emerge unexpectedly, and personal growth often comes through detours. Such a mindset reduces anxiety about the unknown and fosters a sense of agency in designing life paths.

Futures literacy also nurtures innovation and entrepreneurship. Universities are hubs of creativity, and when students are encouraged to think about alternative futures, they are more likely to design fresh solutions for emerging challenges. A student-led start-up tackling food waste, a research project envisioning renewable energy models, or an art installation exploring the future of identity all become examples of how futures thinking can move from theory into action. This not only benefits the students themselves but also contributes to society’s ability to adapt and thrive.

Importantly, university is a time when young adults are forming values and worldviews. Futures literacy encourages them to reflect on the kind of world they want to build, not just the kind of job they want to secure. It pushes them to ask deeper questions about justice, sustainability, and community. In this way, it empowers them to see education not merely as a pathway to personal success but as a platform for collective transformation.

As the challenges of the 21st century grow more complex, the role of universities cannot be limited to producing graduates who can perform in existing systems. They must also prepare students to reimagine and reshape those systems. Futures literacy offers exactly this capacity. For university students, it is a compass for navigating uncertainty, a spark for innovation, and a reminder that the future is not something that simply happens—it is something they can actively create.