Identifying Behavioral Components in Educating a Future-Oriented Generation within the Educational System
Keywords:
Future-oriented education, behavioral components, educational system, futures studies, soft skills, school-based learningAbstract
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
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