Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Contemporary educational systems are subject to multiple pressures and transformations, rendering approaches limited to the management of the immediate increasingly inadequate. Futures thinking emerges as an essential meta-competence for teachers, who are increasingly called upon to act as agents of change. This paper aims to examine the output of a futures thinking activity implemented in the final year of a Primary Teacher Education degree program. A qualitative analysis of students’ responses to guiding questions – designed to foster reflection on potential transformations of schooling over the next decade – reveals how participants developed anticipatory reflection grounded in an awareness of the present. This process enabled them to envision the educational contexts they aspire to build and the competencies required to realize them. Such a formative experience proves particularly significant during the induction phase, as it supports the development of professional awareness and decision-making skills.
