Identifying Behavioral Components in Educating a Future-Oriented Generation within the Educational System

Authors

    Farhad Akbari Department of Educational Sciences, Arak University, Arak, Iran
    Fatemeh Karami * Department of Educational Management, Arak University, Arak, Iran fatemeh.karami@gmail.com
    Seyed Mehdi Mousavi Department of Islamic Education, Arak University, Arak, Iran

Keywords:

Future-oriented education, behavioral components, educational system, futures studies, soft skills, school-based learning

Abstract

This study aimed to identify the behavioral components involved in educating a future-oriented generation within the Iranian educational system, based on the perspectives of teachers, school administrators, and educational experts. This qualitative study was conducted using a conventional content analysis approach. Data were collected through semi-structured interviews with 28 purposively selected participants from Tehran. Interviews continued until theoretical saturation was reached. The recorded interviews were fully transcribed and analyzed using NVivo software through open, axial, and selective coding procedures. Data analysis revealed three main themes: "Developing a Future-Oriented Mindset," "Fostering Conscious Agency Skills," and "Creating Educational Contexts for Future Readiness." Each theme included subthemes such as long-term thinking, global trend analysis, intergenerational responsibility, decision-making skills, self-management, critical thinking, role-modeling by educators, and innovative school environments. These behavioral components underscore the necessity of integrating future-oriented values and practices into everyday educational experiences. The findings demonstrate that educating a future-oriented generation requires more than theoretical instruction—it demands the cultivation of specific behavioral patterns and mindsets embedded within school culture, family engagement, and broader social structures. These insights can inform educational policy reforms, curriculum development, and teacher training programs.

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References

Hall, D. (2013). Futures thinking and education: Teaching for change. Journal of Futures Studies, 17(4), 19–30.

Hicks, D., & Holden, C. (2007). Teaching the global dimension: Key principles and effective practice. Routledge.

Miller, R. (2015). Learning, the Future, and Complexity: An Essay on the Emergence of Futures Literacy. UNESCO.

Milojević, I. (2005). Educational Futures: Dominant and Contesting Visions. Routledge.

OECD. (2018). The Future of Education and Skills: Education 2030 Framework. OECD Publishing.

Slaughter, R. A. (2004). Futures Beyond Dystopia: Creating Social Foresight. RoutledgeFalmer.

Tilson, J., & Morrison, M. (2019). Educating for Tomorrow: A Comparative Study of Future-Oriented Curriculum Models. European Journal of Education, 54(2), 205–223.

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Published

2025-01-02

Submitted

2024-10-24

Revised

2024-12-01

Accepted

2024-12-21

Issue

Section

مقالات

How to Cite

Akbari, F., Karami, F., & Mousavi, S. M. (1403). Identifying Behavioral Components in Educating a Future-Oriented Generation within the Educational System. Training, Education, and Sustainable Development, 2(4), 1-9. https://journaltesd.com/index.php/tesd/article/view/59

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