Review of Futures Literacy: Knowing How to Embrace the Unknown (UNESCO, 2020)

 

UNESCO’s 2020 report is a landmark document that formalized and globalized the idea of futures literacy (FL) as a human capability. Edited by Riel Miller, it brings together contributions from scholars, practitioners, and policymakers, presenting futures literacy not just as an academic tool but as a civic and cultural practice that can empower societies to navigate uncertainty.

Strengths of the report

1. A clear definition of futures literacy
   The report establishes FL as a skill similar to reading and writing: the capacity to imagine and use the future to make sense of the present. This framing makes the concept both accessible and universal.
2. Plurality of voices
   By gathering essays and case studies from around the world, UNESCO avoids the trap of presenting futures literacy as a Western invention. Contributions from Africa, Asia, and Latin America illustrate how different cultural and historical contexts influence how people imagine futures.
3. Practical methodology: Futures Literacy Laboratories (FLLs)
   The report emphasizes FLLs as hands-on workshops where participants experiment with scenarios, question assumptions, and reflect on their relationship with uncertainty. These labs are perhaps the most practical and innovative contribution of the report, moving futures thinking beyond elites to everyday communities.
4. Timeliness and relevance
   Published during the global COVID-19 pandemic, the report resonates strongly with a world suddenly forced to face radical uncertainty. It highlights how the pandemic underscored the importance of being comfortable with the unknown, rather than clinging to failed predictions.
5. Ethical orientation
   The report doesn’t limit itself to technique. It stresses values—pluralism, inclusion, and humility—acknowledging that futures are not neutral, but shaped by power, culture, and choice.

Weaknesses and limitations

1. Dense and conceptual language
   While rich in theory, some chapters are heavy with jargon. For readers unfamiliar with futures studies, the prose can feel abstract and inaccessible. This risks alienating the very audiences (educators, policymakers, citizens) who might benefit most.
2. Limited integration with everyday decision-making
   The report excels in vision but sometimes underplays how futures literacy could be embedded systematically into education systems, policy cycles, or community planning. More concrete examples of long-term institutional adoption would strengthen the case.
3. Uneven contributions
   As an edited collection, some chapters are compelling and clear, while others read more like academic essays. The unevenness may dilute the overall impact for readers looking for a unified narrative.

Commentary

The UNESCO 2020 report is both a manifesto and a toolkit. Its biggest contribution is shifting the conversation about futures from forecasting (What will happen?) to capability-building (How can we use the future differently?). It reframes uncertainty from being a threat to being a resource, which is a profound and empowering shift.

That said, the future of the futures literacy movement depends on accessibility and application. For it to matter beyond conferences and workshops, futures literacy needs translation into curricula, governance, and daily life. If children learn to imagine alternative futures as naturally as they learn math, and if governments design policy through participatory foresight, then the vision of this report will be realized.

In short, Futures Literacy: Knowing How to Embrace the Unknown is an important milestone: it codifies futures literacy as a global practice. But like all futures work, its success will be judged not by the elegance of its ideas, but by the imagination and action it sparks in real communities.