Harnessing Futures Thinking: Fostering Moral Foresight and Imagination in Higher Education

Harnessing Futures Thinking: Fostering Moral Foresight and Imagination in Higher Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Harnessing Futures Thinking: Fostering Moral Foresight and Imagination in Higher Education Nicholas Beech, Bruce Down, Adalberto Arrigoni, Duncan Agnew, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7047513/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 14 You are reading this latest preprint version Abstract Higher education institutions (HEIs) are vital in promoting sustainability by embedding sustainable development (SD) into their curricula, equipping future leaders with critical thinking skills to envision and implement positive changes. In alignment with UNESCO's Education for Sustainable Development (ESD), our “Futures Focused Management for Sustainability” module fosters innovative, systems-based, and futures-oriented thinking. It challenges narrow perspectives, encouraging students to embrace ethics, responsibility, and mindset transformation for sustainable practice by understanding long-term impacts. The module integrates ‘futures’ tools within a step-by-step framework, allowing flexibility to incorporate additional methods while addressing complex, real-world challenges. The Moral Mindset Matrix (Triple M) tool supported critical reflection on corporate sustainability and personal values, fostering students’ growth as sustainability-oriented professionals on our undergraduate module. Using an action research approach, and Braun and Clarke’s (2007) reflexive thematic analysis of reflective assignments from 37 participants revealed heightened self-awareness, systems thinking, and anticipatory skills, reinforcing transversal competencies critical for addressing sustainability issues. The approach appeared to deepen students’ understanding of SD principles, the SDGs, and the complexities of sustainable management practices, including power dynamics and stakeholder interests. By fostering a critical, transdisciplinary mindset, the module helps student to make informed, impactful contributions to society, encouraging reflection on their values and responsibility as sustainable citizens strengthening professional development. Social science/Education Social science/Environmental studies Business and commerce/Information systems and information technology Humanities/Philosophy Social science/Science technology and society Futures Sustainable Development Transversal Skills Systems Thinking Mental Models Higher Education Figures Figure 1 Figure 2 Figure 3 Introduction Humanity is facing an unprecedented anthropogenic-induced environmental crisis, underscoring the unsustainability of current development and the urgent need for significant change (IPCC, 2023; Lozano, 2024). Our survival depends on recognising the interconnectedness of people and biosphere (Folke, 2021) and fostering collective effort to ensure a liveable planet. Addressing this formidable challenge requires a leadership mindset committed to sustainability and regeneration, balancing environmental, economic and societal needs without compromising future generations (Mohan et al., 2024). The UN 2030 Sustainable Development (SD) Agenda emphasizes the need for global governance and collaboration across civil society, business, academia and international organisations to achieve its 17 Sustainable Development Goals (SDGs) (UN 2015). Education plays a pivotal role in fostering equity, social justice and sustainability. UNESCO Global Action Programme on Education for Sustainable Development (ESD) (20015, 2017), outlines key competencies essential for individuals to become “sustainable citizens” capable of navigating complex social-ecological systems (Wals & Lenglet, 2016; UNESCO, 2017). These competencies include creativity, self-organisation, proactive behaviours, interdisciplinary collaboration, and systems thinking (Gardiner, 2020). Higher education institutions (HEIs) are instrumental in integrating SD into the curricula, fostering climate literacy (Nugent, 2021) and preparing future leaders as transformational agents. Embedding ESD principles cultivates a mindset that encourages learners to engage with the challenges, viewing SD as a “way of thinking, practicing, and being” (Molthan-Hill & Blaj-Ward, 2022) This approach develops competencies that promote reflection and proactive contribution towards a positive future for life on Earth. Achieving sustainable and regenerative development requires balancing environmental, economic, and societal spheres (James, 2014), navigating political challenges, and encouraging innovation (Magee et al., 2012). This paper examines how UK second-year Management students in the Futures Focused Management for Sustainability module deepened their understanding of global SD challenges by applying systems think and futures tools. It further evaluates the effectiveness of the ‘Moral Mindset Matrix’ in fostering reflection on values and environmental practices. The paper begins with an exploration of eco-literacy and UNESCO ESD Cross-cutting Sustainability Competencies, along with theory and taught context of the module, including SD, systems thinking, mental models, foresight and futures tools. It then describes a delivering approach, highlighting the use of the Moral Mindset Matrix. The paper briefly outlines the research method, action research and thematic approach of students’ reflections, followed by presenting result extracts discussion and conclusions. Background and Context In 2017, UNESCO developed eight cross-cutting sustainability competencies to support the Education for Sustainable Development (ESD) Goals, empowering individuals, groups and governments to act toward sustainable development (Lavrinoviča, 2021). The ESD initiative introduced a new lexicon that influences organisational structures and processes, fostering collaborations and enhancing decision-making globally (Moon & Blackman, 2014) promoting an eco-literacy ( sustainability literacy ) generating productive power (Barnett and Duvall, 2005) to drive dynamic global policies and actions. Eco-literacy (Haigh, 2009) plays a key role in this shift. It involves understanding the interconnectedness of environmental, social and economic dimensions and the impact of action on the world (UNSDG, 2015). Eco-literacy equips individuals to make informed choices, challenge unsustainable practices, and support environmental protection and intergenerational justice (Elkington, 2004). It promotes ‘sustainable thinking’ to address the growing challenges of climate change, resource depletion, and social inequality and fosters a shift toward personal responsibility and environmental activism (Bringhurst & Zwicky, 2018). For graduates, eco-literacy is a crucial competency that enables informed decision-making in a volatile, uncertain, complex, and ambiguous (VUCA) world (Whiteman, 1998). It allows them to navigate and challenge outdated narratives, expose misinformation, and address climate denialism (Tschakert, 2012). Ultimately, sustainability literacy drives a transformative shift in attitudes and values, helping individuals transcend cultural limits and engage in responsible actions toward a sustainable future (Moore, 2005) to promote more responsible knowing, thinking and acting. Sustainability literacy or e co-literacy (Haigh, 2009), signifies a significant paradigm shift, moving education from a disciplinary understanding of sustainability to an interdisciplinary and transversal approach focusing on “sustainable thinking” (UNESCO, 2009). It emphasises the need for commitment to engage with and address global sustainability challenges and opportunities. Additionally, it identifies eight cross-cutting interrelated, transversal, multifunctional sustainability competencies that are essential for achieving the Sustainable Development Goal (SDG). These competencies are outlined below in table 1: Table 1: Cross-cutting Interrelated Sustainability Competencies Systems thinking: The ability to analyse complex systems across various domains and scales and navigate uncertainty. Anticipatory: The ability to evaluate multiple scenarios and develop their own future apply the precautionary principle; to assess action consequences and manage risks and changes. Normative: The ability to reflect on personal norms and values, negotiate sustainability values, principles, goals, and targets, amidst conflicts and uncertainty. Strategic: The ability to collectively design and implement innovative actions that promote sustainability local level and globally. Collaboration: The ability to learn from others; empathies, practice empathic leadership, resolved group conflict and facilitate collaborative problem solving. Critical thinking: The ability to assess norms, values and perceptions and engage thoughtfully sustainability discourse. Self-awareness: The ability to reflect on one’s role in the community and society continually evaluate actions; and address personal emotions and desires. Integrated problem-solving: The ability to apply diverse problem-solving frameworks to tackle complex sustainability issues, integrating the above competences to develop inclusive solutions (Source: adapted from UNESCO 2017, p10.) The SDG and cross-cutting sustainability competencies build cognitive, socio-emotional and behavioural capabilities building understanding collaboration, personal reflection, values attitudes and motivation and behavioural skills capabilities to enact and effectively engage with their world. Context The Leadership, Governance and People Management Subject Group at Leeds Business School has been offering futures modules and SD modules at undergraduate and postgraduates’ levels for several years. Recently these disciplines were merged into a second-year degree module, Future Focused Management for Sustainability (FFMS) . This module enables students to critique and apply management and futures tools to address the challenges of SD, while integrating reflective practice (Schon, 1991) to critique their values in context to their professional development. Over the last 5 years, the module has been delivered to 1,319 students. In summary the module integrated themes of futures and foresight, systems thinking (Senge, 1990) mental models’ reflection and SD. 1. Sustainable Development SD has evolved to incorporate both the concepts of “sustainability” and “development”. Sustainability refers to maintaining an entity, without depleting resources or causing harm (Basiago, 1999; Sharma, 2024) whilst SD emphasises the finite balance of economic, ecological and social systems for equitable resources distribution within and across generations (Stoddart et al., 2011). The Brundtland Commission defined SD as development that meets the needs of the present without compromising future generations’ ability to meet their own needs (1987). SD represents a process to achieve sustainability, ensuring responsible resource use and maintaining ecological balance (Gray, 2010) but with an anthropocentric skew (Lee et al., 2000). The concept of regenerative development deepens the discussion taking a whole-system approach, holding that humans are an integrated part of nature, not set apart, entwining the ecosystem, culture and a sense of place for all beings, and therefore for society's well-being we need to take a holistic systems approach so natural ecosystems is improves and make a better world for future generation. The United Nations (UN) adopted the 2030 Agenda for SD, comprising 17 SDGs and 169 interdependent objectives aimed to mobilise and coordinate global action to safeguard the planet (Breuer et al., 2019) and resolve conflicting interest and governance complexities (Tosun & Leininer, 2017). to advance our SDGs demands robust monitoring mechanisms for assessing corporate commitment and tangible impact. Adopting an Environmental, Social and Governance (ESG) framework provides measurable standards to evaluate corporate sustainability practices, aligning with the SDGs by promoting wellbeing and environmental stewardship whilst also driving corporate performance (Zhao et al., 2021). ESG can complement Corporate Social Responsibility (CSR), which defines corporate values and ethical decisions-making while ESG monitors performance against sustainability objectives (Cohen et al., 2022). However inherent contradictions exist in the global corporate landscape, where profit priorities often conflict with sustainability goals (McCormick et al., 2024). Addressing these system flaws requires an informed and engaged society that holds corporations accountable and drives meaningful change (Parfitt, 2024). 2. Futures and Foresight Conflicting environmental, social and economic drivers expose our ecosystem to complex, interrelated multi-layered effects, posing challenges to organisation and global survival (Carpenter et al. 2009). The need for “corporate foresight'' has become critical as rapid environmental change undermine traditional planning methods (Bennett & Lemoine, 2014). Foresight and futures methods adopt an interdisciplinary approach to analyse trends, providing insights into alternative futures (Day & Schoemaker, 2005), fostering resilience, innovation and agility, and competitive advantage (Heger & Rohrbeck, 2012) while promoting global sustainability. Foresight is the ability to systematically interpret information for decision-making identifying gaps and opportunities to navigate uncertainty (Cuhls, 2020). Unlike forecasting, which relies on past data to base, foresight integrates creativity and intuition using futures tools to assess risk and shape desirable outcomes (Inayatullah, 2004). It recognises the external and personal world interact and thereby can shape the future (Masini 1983, 1993). The approach encourages leaders to challenge their assumptions and explore unexpected events, shifting paradigms to building preferred futures (Defra, 2011). We suggest managers focus on hindsight whilst successful leadership embraces foresight, devising alternative scenarios and innovation (Collins & Hines, 2010; Fazey et al., 2020). Resilience decisions-making requires active engagement in systemic learning (Gariboldi et al., 2021), enhancing agility and preparedness (Crews, 2020). Futures and Foresight for Learning tools (Gold et al., 2024) enhance learning and long-term planning through trend scanning, scenario exploration, and adaptive strategies. Goldman et al. (2015) stress strategic thinking ( questioning, critique, and testing ) to unlock imaginative possibilities, while Brenkert (2019) and Rorty (2006) highlight moral and ethical imagination as a means to broaden perspectives and foster professional growth. Similarly, Inayatullah’s (2008) Six Pillars framework provides a structured foresight approach by examining the interplay between the future, present, and past. Causal Layered Analysis helps uncover emerging issues and evolving patterns, forming a foundation for developing potential future scenarios and visions. Backcasting then identifies the necessary steps to achieve desired outcomes. By leveraging futures tools, organisations can strengthen their foresight capabilities, envision coherent futures, and cultivate openness to new possibilities (Fazey et al., 2020). 3. Systems Thinking Systems thinking involves seeing the whole picture and recognizing interconnections and dynamic patterns (Senge, 1990). Leaders often face system blindness focusing on symptoms rather than the root cause (Goleman, 1995). Complex and adaptive systems, with semi-autonomous elements forming new emergent patterns do not follow linear causality and are unpredictable (Dooley, 1997; Snowden, 2002). Understanding these systems helps navigate interconnected environments where unintended consequence can emerge over time (Senge, 1990) and be prepared to adapt accordingly (Snowden & Boone 2007). In VUCA (volatile, uncertain, complex, ambiguous) environments systems thinking is crucial (Horney & O’Shea, 2015). Leaders must understand system interdependence, feedback loops, and shared knowledge to help foster adaptability. Education must also promote public awareness of systems and complexity (Plate, 2010). Senge (2014) argues that leadership involves actively shaping circumstances. His learning organisation (LO) concept proves a comprehensive approach for this: ● Shared Vision: share common goals that empower innovation. ● Personal Mastery: lifelong learning and self-awareness. ● Mental Models: adapting ingrained assumptions for change. ● Team Learning: collaboration for improvement. ● Systems Thinking: integrating these elements help build strong socio-ecological networks. Despite criticisms the LO (Salaman, 2001; Tosey, 2005), the framework offers insights into addressing global challenges and fostering institutional transformation (Kofman & Senge, 1993). Aligning LO principles, the UNESCO sustainability competencies can enhance societal contribution and well-being (Barnett & Duval, 2005) 4. Mental Models Mental models subconsciously shape perceptions and reinforce assumptions, limiting understanding (Moore & Golledge, 1976). Whilst they guide discussions, they also risk distorting reality by imposing unquestioned beliefs, what Senge, (1990) called “leaps of abstraction”. Transformational change requires recognising and challenging these cognitive biases, which shape perceptions, reasoning, and behaviour (Johnson-Laird, 1983). Keeping an open mind and reassessing our beliefs are key to breaking free from restrictive mental models (Senge, 1990). Addressing the global crises demands a mindset shift, collaboration and a willingness to challenge entrenched power structures calling for a mindset that fosters shared values and drives sustainable change (Ketonen-Oksu & Vugren, 2024). Overcoming institutional bias, necessitates a commitment to learning and unlearning (Ketonen-Oksi, 2022). However, challenging deeply embedded systems, rooted in culture, political, and economic structures is difficult (Bentz et al., 2022). This requires critical thinking and collective action, (Pelaprat & Cole, 2011), serving as a transformative tool for envisioning alternative futures (Conway, 2022). By liberating imagination, we uncover new ways of thinking and acting, (Yusoff & Gabrys, 2011), challenge dominant paradigms (Levitas, 2013) thereby reshaping possibilities for a more just and sustainable world. Mindset Theory (MT) in Teaching and Learning Mindset Theory posits that beliefs about intelligence can shape how individuals think, feel and behave, influencing both their self-belief and worldview (Dweck & Leggett, 1988). It suggests two mindsets: a fixed mindset where learning is seen as static and a growth mindset where learning can be developed through effort and perseverance (Dweck & Yeager, 2019). While MT does not address external factors or barriers it provides insights of mental models and how individuals can actively grow and learn. Most research has focused on fostering growth minds enhancing performance, but people hold multiple mindsets including morality, intelligence which influence perception goal setting and wellbeing (Zhao et al., 2021). Therefore, it is important to take a balanced approach and consider how morality and ability mindsets can interrelate thereby developing moral personality and promoting wellbeing and flourishing (Howell et al., 2016). Additionally, being surrounded by those with a growth mindset can be contagious and stimulate learning, aspirations and achievement (King, 2020), raising its relevance in an educational context and promoting self-awareness, building transversal skills and providing a moral foundation for authentic leadership. Lewin's field theory describes "life space" as the psychological field shaped by both the individual and their environment, encompassing conscious and subconscious elements (Marrow, 1969). These factors influence our beliefs, values, emotions and behaviours, drawing from personal experiences and cultural heritage (Inayatullah, 2002). The theory highlights the “foreign hull” or unknown-unknowns, factors beyond our awareness, which can challenge our worldview. Being attentive to these factors fosters reflective thinking, self-discovery and a deeper understanding of our interconnectedness. This mindful, holistic approach encourages an open mindset towards the future (Shapiro & Carlson, 2009). Creating a collaborative, active learning space (Johnson et al., 2000) where students actively participate in learning communities (Tinto, 2003) that challenge stereotypes and enhance self-belief (Dweck & Yeager, 2019) and personal efficacy (Bandura, 1977) can help in this, but significantly developing a resilient and moral mindset that can overcome challenges and adapt to change (Yeager & Dweck, 2012). Table 2 below presents an indicative alignment of module content with the Cross-cutting Interrelated Sustainability Competencies. Table 2: Indicative Mapping of module context to the Cross-cutting Interrelated Sustainability Competencies Sustainable Development Futures and Foresight Systems Thinking Mental Models Systems thinking: x x x x Anticipatory: x x x x Normative: x x x x Strategic: x x x x Collaboration: x x x Critical thinking: x x x Self-awareness: x x Integrated problem-solving: x x x Module Learning and Assessment The module is assessed through a group presentation (20%) and an individual case study assignment and reflection (80%). Students first work in groups applying futures tools to a sustainable development (SD) case study of their choice, presenting their findings in week 6. Students then submit a 3,000-word assignment applying a futures tool SD case of their choice along with a 500-word reflection applying Gibbs Reflective Model (1998) enabling them to connect foresight, SD, values to personal development. A real-world case study approach was adopted to broadens student’s perspective, challenge their critical thinking, (Grupe & Jay, 2000; Herreid, 2011) and improve engagement and problem-solving (Brunstein et al., 2021). Students completed a framework-based project in three stages: “ explore ” future opportunities, “create alternative futures” using scenario planning, “ understand the implications” through impact, evaluation and action planning. Of the 12 tools discussed in class, 3 key tools were proposed to guide students through the process, though students were encouraged to explore others. This phased approach enabled them to enhance their ability to apply the tools individually and in combination, deepening their understanding of their strategic value. A summary of the 12 tools provided below, with more detailed information in Appendices A. 1. Explore – examining the environment and future opportunities. ▪ Futures tools: Driver Mapping, Futures Wheel, Verge, and SWOT. 2. Create Alternative Futures – developing scenarios through scenario planning. ▪ Futures tools: 2x2 Scenarios, Archetypes, Branch Analysis, and Visioning. 3. Understand Implications – reflecting on and evaluating the impact and consequences, then making a plan for action. ▪ Futures tools: Backcasting, Wind Tunnelling, Three Horizons, and Road Mapping. Throughout the process, students progressively developed their understanding of each tool and its collective contribution. They learned to frame objectives, the system context, history and weak signals; forecast alternative futures, and envision a preferred future (Hines & Bishop, 2007). This enabled them to plan actions, monitor key indicators, and explore how different interconnects can influence outcomes. The module incorporated two complimentary learning processes: firstly, the systematic framework of futures tools to build skills progressively; secondly, to collaboratively apply tools to stimulate foresight thinking practice. This was consolidated through an individual assignment and personal reflection, creating an interwoven learning cycle. Assessment Component 1 (Group Work): Using the STEELPE context (social, technological, economic, environmental, political, legal, and ethical), students applied three foresight tools; driver mapping, 2x2 scenarios, and backcasting to analyse a selected case study, develop scenarios, and present strategic solutions (see Diagram 1). This stepwise approach deepened conceptual understanding of complexity over time, provided hands-on experience, and acted as a structured “handrail” to build confidence before introducing additional methods. It also enabled tutors to monitor progress and offer formative feedback throughout the process. Insert Diagram 1 here: Example of Sequence Futures Tool Process: Component 2: was an individual assignment where students had the freedom to decide the case, context and tools of their choice. Tools We Developed and Applied to the Module Moral Mindset Matrix – 2x2 Grid During the module, we introduced the 'Moral Mindset Matrix' (diagram 2), a 2x2 grid, the horizontal axes ranging from immoral to moral (Zhao et al., 2021), and the vertical axis ranging from inactive to proactive behaviours (Dweck & Yeager, 2019). The tool emphasised both moral and active dispositions, aiding students in honing their judgement and challenge assumptions. By positioning themselves on the grid, students critiqued their own moral and active mindset reflecting on their moral disposition and assess their development and throughout the module. The process encouraged continuous reflection and supported planning for future professional growth. As the module progressed, we found the tools valuable for evaluating the categorising corporate practice, aiding in case study analysis and class discussion. The Moral Mindset Matrix is displayed in diagram 2 below: Insert Diagram 2 here: Moral Mindset Matrix These categories are summarised below: 1. Masqueraders : (proactive/immoral) these actors are aware of the issues but driven by self-interest, willingly harming the social-ecological systems system for personal gains while paying lip service to morality. This is evident in corporations engaged in greenwashing, deception and covering up unethical practices. 2. Spoilt Child: (inactive/immoral) self-centred and disengaged, these people exhibit an immature mindset, wilfully ignoring the consequences of their actions. Their refusal to acknowledge broader impacts represent a dangerous abdication of moral responsibility. 3. Suppressed Bystande r: (inactive/moral) these individuals want to help but feel powerless or overwhelmed, leading to inaction and guilt. This ‘ powerless syndrome’ fosters ‘eco-anxiety’ and disconnection. Overcoming it requires shifting focus to actional steps and collaborative efforts for sustainability. 4. Champion: (active/moral) Champions recognise the importance of sustainable development, seeing it as both an individual and collective and responsibility. They feel empowered to drive change through daily actions, workplace practices, and community engagement, leading by example to support and inspire others. Horizon Scanning, Future Wheel and STEEPLE Tool We introduced horizon scanning and the futures wheel (Glenn, 1972) in class exercises to broaden students’ global perspective, challenge assumptions, and visualising plausible future outcomes. Using the STEEPLE framework (Social, Technological, Economic, Environmental, Political, Legal and Ethical factors) students identified strategic issues in their case studies and explored how to proactive strategies to reshape the future. Students applied the STEEPLE framework across a 7-year timeline in 6-month increments, (Diagram 3), they analysed drivers and geopolitical events, first in isolation then integrated to understand their interdependence over time. To deepen understanding, we linked this analysis to VUCA Vague, Uncertain, Complex, and Ambiguous) to support scenario generation. Students employed visual tools like vectors and ‘cones of plausibility’ (Taylor, 1990) to map potential connections, trends, and impacts, fostering resilience and identification of preferable futures. Additionally, we applied the four stages of the iceberg model (Kidron & Vinarski-Peretz, 2018): observing events, identifying patterns, understanding systemic structures, and generating insights into the deep-seated mental models that created them. Insert Diagram 3 here: Horizon Scanning, Future Wheel and STEEPLE Tool. Methodology The work presents our module experiences, highlights our efforts in developing teaching resources and shares our thematic observations of student experiences based on a sample of 32 reflections. We employed action research (AR), a cyclical process of 'wisdom-inquiry' (Maxwell, 2011) involving fact-finding, action, and reflective evaluation to address problems (McGinty & Water-Adams, 2006). AR aims to improve practices and impact (Hines & Gold, 2015) rather than producing theoretical knowledge (Lewin, 1948), facilitating change and guiding value transformation (Elliot, 1991). It also reveals organizational challenges (Gold & Pedler, 2021) and uncovers cultural and paradigm shifts influencing behaviour (Boak et al., 2020). An inductive, data-driven approach guided by Braun and Clarke, (2006) six‐ phase thematic analysis facilitated the identification and examination of patterns within the student’s reflective transcripts. Purposeful sampling (Patton, 2002) was employed to select 32 student reflections. Three researchers independently reviewed and re‐reviewed transcripts to identify common themes, then convened to compare notes to sense check and validate insights, (Rajasinghe, 2019; Wagstaff and Williams, 2014). A further coding round ensured consistency and thoroughness. Throughout we maintained a reflexive iterative process, emphasising “language use”, its contextual grounding, and our own preconception (Palmer et al.,2010). Findings Table 3 presented exemplar extracts and interpretations of student comments, illustrating the thematic approach from which Table 4 demonstrates 7 superordinate and supporting subordinate themes. We then explore both sets of themes by critique of participants' comments highlighted in italics , with our emphasis underlined , and reflect on their significance to the study. Finally, Table 3 connects these themes and module topics to the UN’s Cross-cutting Interrelated Sustainability Competencies and we reflect on how these themes can promote the understanding of the challenges of SD, personal responsibility, and how students can contribute fostering cultural change. Table 3 Representative extracts and exploratory interpretations from transcripts Extracts Exploratory interpretations 1. “From this experience I can take away that I am conscious a better person thus, making myself more effectively trying to be sustainable and aware of my impacts ” 2. “ From my small action s making a small benefit , and if everyone else joined ” 3. “I knew that I was one of the c ontributors to environmental pollution , I had not thought about the complexity of the system … foresight helped to realise … causal relationship. ” 4. “ Cultural attitudes … influence specific thought systems … needing a paradigm shift .” 5. “I felt powerless and felt guilty for how I have contributed towards the problem… I overlooked how my contributions affected the issue … feel hopeful … now educated on how my actions today will affect me in the future.” 6. “I was shocked at the “greenwashing” and consumerist society’s deep influence . I am confident of my ability to contribute to positive change , by actively sharing knowledge that has deeply impacted me.” 7. “I have learned things are more complex than they seem” Reflective self , new learning, sustainable development , impact and responsibility change in awareness , self-recognition Change , commitment to action, responsibility small steps, community action cultural shift Environment , systems thinking , mental models , not considered issues, futures tools help raise awareness Culture , paradigm shift, awareness, change in mental models Reflective feelings, powerlessness, hope futures tools awareness and empowerment to act, contribute, transformation Shock , catalyst for positive change, share deep impact optimism, raised awareness and challenge deeply embedded assumption Complexity , VUCA, awareness , depth of understanding Table 4 Thematic Clusters Superordinate themes Subordinate themes 1. Personal Growth Responsibility and Reflective Thinking a. Personal Responsibility (Self) b. Personal Responsibility (Global Challenges) c. Actions Today Affect Tomorrow d. Issue on wanting to do good e. Importance of reflection and personal transformation f. New learning g. Moral mindset 2. Complexity and systems thinking a. Systems Thinking Importance b. Futures Thinking & Long-term Planning c. Trade-offs & Balance 3. Culture and value shift – change & values a. Cultural Paradigm Shifts b. Changing Values c. Lack of Awareness d. Awareness, Risk & Complexity e. Change Mental Models f. Need for Education 4. Sustainability and environmental awareness a. Change of language climate crisis rather than global warming b. Challenging Consumerist norms c. Lack of awareness d. Cannot unlearn - paradigm shift e. Importance of Informed Decision-making f. Awareness, Risk & Complexity g. Small steps and big impact h. Lifestyle change 5. Emotional Helplessness and Hope a. Helpless & Hopeless b. Now difficult to Unlearn 6. Futures Thinking and Strategic Planning a. Need Innovation Effective Problem-Solving b. Futures tools promoting vision of the future c. Change Mental Models d. Informed Decision Making 7. Shock Lack of Awareness Greenwash a. Shock of consequences and impact of SD b. Systemic disruption c. Distrust of Corporations (Greenwashing & Exploitation) d. Helpless & Hopeless e. Challenging Consumerism f. Passivity g. Now difficult to Unlearn 1. Personal Growth Responsibility and Reflective Thinking The module helped develop students’ reflective skills, deepened their understanding of SD challenge, and underscored the importance of personal and global responsibility. The approach highlights the importance of moral values and of actionable knowledge leading to meaningful impact. Extracts with interpretations: Students’ indication that applying reflection helped to “improve my insights and understanding of self and the world . ” Helping them gain awareness and insight into the challenges of deep and established “ mental models” and assumptions shaping their “perceptions … that influence behaviour”. Reflection helped student learning across a range of disciplines as well as the context of their projects “I now carry a deep concern for the planet's health and a commitment to be more mindful of my actions , striving to play my part in positive change … the experience has also ignited a passion for continuous learning , ensuring I stay informed . ” The challenge of critically engaging in reflection appeared to raise attention to global events, inspire a desire to do good in the world, underscoring the importance of personal action, such as setting personal goals and behaviour such as not using plastic water bottles and engaging with local communities. 2. Complexity and systems thinking The module highlighted complexity challenges in the VUCA world and how system thinking reveals underlying structures and assumptions thereby providing deeper problem insights, preventing unintended consequences and improving coordination. Extracts with interpretations: The challenges of complexity and understanding the nature of the system thinking appeared to have been previously been taken for granted or unseen “I had not thought about the complexity of the system” and “ I was not aware of the extent of the issues going on in the world , … futures systems thinking and VUCA helps to see the extent of how complex and volatile future drives can be ... and the impact on sustainable development. The module raised awareness of their own unawareness, interconnectivity, intergenerational responsibility (Brundtland, 1987), tenuous nature of the ecosystem and paradigm challenges the world faces. 3. Culture and value shift – change & values Focusing on mental models and collective change, linked to the futures triangle (past, present & future) (Inayatullah, 2008), raised awareness of shifting mindset from consumption to conservation. This involves valuing diversity, the environment, and long-term commitments aligned to the UN SDGs. It also helped students appreciate the ingrained nature of taken-for-granted assumptions, emphasising the importance of staying informed, educated, and aware of complex challenges. Extracts with interpretations: Understanding the power and assumptions of a dominant neoliberalist culture of “ profit maximisation ” and how it can “ hinder sustainable development” is crucial. These shared “mental models” and “ group think ” impacts on “ perceptions and interactions with the world”. People need to change their mental models to make “ meaningful contributions” . Additionally, several students linked this to ESG as a measure of a company’s commitment to the world. 4. Sustainability and environmental awareness The module raised students’ awareness of SD challenges, including how terminology shapes perception. Reflecting on terms like ‘climate crisis’ and "climate science denier" versus ‘climate change’ and "climate sceptic" deepened their appreciation of the urgency and gravity of environmental issues. This language shift highlighted the impact of word choices on perceptions. Connecting Brundtland’s (1987) SD definition “ without compromising the ability of future generations” reinforcing intergenerational responsibility and regeneration. Linking projects to the UN SDG and ESG was particularly impactful. Extracts with interpretations: “Learning about sustainable development helped me to think about how my decision I make today will have an effect in the future” it “shocked me to learn” that “I need to change”. Students indicated that the module helped them raise their awareness and appreciate SD enabling them to conceptualise the “ importance of creating change” and “questioning and pointing out the actions of others”. Understanding the importance of “balance between making changes without compromising the future” and that we need to make a “positive impact” on the world. 5. Emotional Helplessness and Hope We noted that students initially had limited awareness of the challenge SD, often feeling surprised or overwhelmed by the scale of the issue. However, as they engaged with the material and futures tools, they became more aware of the importance of a proactive moral growth mindset, seeing beyond their “life space” (Marrow, 1969). This encouraged them to take a positive empowered interest in SD. Extracts with interpretations: The module raised awareness of global challenges, promoting some personal change and transition (Kübler-Ross, 1970). Many initially felt powerless and guilty, realising their contributions to the challenges “ I felt that I couldn’t do much ” , “felt powerless … and guilty ” and “ I overlooked ” how my action “ contributed towards these problems” . However, students expressed that “futures made me feel hopeful ” recognising how “ my actions today ” could create meaningful change, taking the right actional choices. 6. Futures Thinking and Strategic Planning Students acknowledge the benefits of futures and scenario planning for developing insightful foresight. This helped them evaluate multiple futures, understand plausible implications, and adapt to promote effective change. Emphasis was placed on using futures to challenge assumptions, build resilience and agility and seize opportunities. Extracts with interpretations: Students recognized that future tools had significance for strategic planning and that it could help in planning their career path. “Foresight planning … works for me when creating a career path plan for my own future . Insights were demonstrated as to the value of scenario and plausible future thinking and that “ scenario -based futures ” help to use the “ futures tools to give structure” to “ complex thinking and problem solving ” . Further they gained some insight into “ the impact that lack of foresight can have on a plan” and the significance in both contributing to actively addressing the challenges of sustainable development and taking control of their “ own career planning ”. 7. Shock Lack of Awareness Greenwash Many students described their newfound awareness as a real “ eye opener” , and how “ detrimental [it was] … to the environment and society” . They appeared more critical of corporate behaviour, helping them to “ recognise that many companies are not what they say they are ”. They highlighted the challenges of media and disinformation and the need to scrutinise messages and sources. Additionally, they acknowledged a greater awareness of subtle biases in communications and the risk of self-imposed filter bubbles, which can lead to polarisation and hinder mutual understanding. Analysis Our findings feature the significance of seven superordinate themes particularly the significance of personal growth responsibilit y and importance of giving time and space for reflective thinking and the value of futures tools and systems thinking to help develop greater strategic foresight when evaluating understand dynamic and complexity issues having particular relevance to enhancing their awareness regarding the challenges of sustainable development. Other themes such as having some understanding of the power of culture and the challenges of deeply embedded and often hidden paradigms and how these impact on change and personal transition. Students some part experience degrees of surprise or shock at both the significance of the global crisis and challenges we face but also their lack of awareness prior to the modules some acknowledge initial feelings of helplessness however, gaining a greater understanding of the benefits and use of tools and how they can also change their own behaviours gave them greater hope , for example the cone of plausibility (Hancock and Bezold, 1994) suggesting a range of alternative futures: possible, preferred, probable and plausible. Our findings highlight the significance of the seven superordinate themes developed during the study (see Table 5 ) which we map to UNESCO competencies (Table 3 ), to demonstrate the insights gleaned and shared by second year students highlighting their progressive development across a range of disciplines. Whilst we highlight 12 tools that can be used as a foresight tool, we did suggest a prescribed path of development which the vast majority of students followed. Some students add an additional tool or in some cases switch the occasional tool. Overall, we found the more formal process worked well particularly as the students were very new to futures and foresight and that they were learning a range of complex concepts and models throughout the modules including the challenges of sustainable development, system thinking, reflection (and the Gibbs Cycle, (1988)). Reflective statements were a useful feedback device particularly when combined with the Moral Matrix help hone students' understanding of where they stood on SD, their personal responsibility, relevance and willingness in promoting and even championing sustainable development practices. The seminars enabled students to progressively apply the tools to the case study taking them step by step providing a logical follow through process. This support and focus on the practical working of the tool enabled them to bring down the key issues and to see through complexity and acknowledge the challenges they faced and suggest possible solutions to the problems. Table 5 Indicative Mapping of Key Themes identified from the students’ reflections to the Cross-cutting Interrelated Sustainability Competencies UN’s Cross-cutting Interrelated Sustainability Competencies/Themes Personal Growth Responsibility and Reflective Thinking Complexity and systems thinking Culture & value shift, – change & values Sustainability & environmental awareness Emotional Helplessness and Hope Futures Thinking and Strategic Planning Shock Lack of Awareness Greenwash 1 2 3 4 5 6 7 Systems thinking: x x x x Anticipatory : x x x x Normative : x x x x x Strategic : x x x x Collaboration : x x x Critical thinking : x x x x Self-awareness : x x x Integrated problem-solving : x x x x We further found the sequence of assessment progressively built student capabilities, beginning with a group presentation applying futures tools to explore a case, followed by an individual assignment and personal reflection, providing a coherent learning cycle. Prescribing the core steps in futures and foresight projects help students grasp complexity, integrate additional tools, and refine their work. This structured approach enabled quick progression, fostering proficiency in tool application without assuming a universal solution. Conclusion The findings reveal noteworthy personal growth amongst students including a heightened awareness and application of a range of concepts and tools aligned with the UN’s Cross-cutting Interrelated Sustainability Competencies. This promoted their professional and environmental efficacy. Tools such as systems thinking, strategic insights, mental models and futures tools, alongside the complex challenges of Environmental, Social and Governance (ESG) key to support sustainable development. The module applied nature help students progressively build their skills and understanding to complete a successful case study. The prescribed class-base process encouraged students’ engagement, buy-in and progress fostering confidence and foresight proficiency enhancing their problem-solving skills. Students were also encouraged to modify their approach and apply other tools to suit their needs, refining their research and analysis. Combining futures tools, Moral Mindset Matrix (MMM) with reflective practice significantly enhanced students’ self-awareness, problem-solving abilities and a more focused growth mindset. Students first applied MMM to corporate case studies, on issues such as corporate greenwashing and institutionalised myopic mindsets, they then applied the MMM for a personal introspective reflective exploration for their own personal and professional development in context to sustainability and regeneration. This process fostered a critical, values driven approach, enabling students to articulate an informed perspective SD, whilst developing and valuing transversal skills that shape perception, goal setting and wellbeing (Zhao et al., 2021). The process also reinforces moral integrity and adaptability in the interconnected VUCA world (Dweck & Yeager, 2019) reinforcing the UN’s Sustainability Competencies. Declarations Funding Declaration: The Research was Not Fund Confirmation of Contribution We confirm that each author has made substantial contributions to the conception and design of the work, including the acquisition, analysis, or interpretation of data and drafting of the manuscript. Each author has also reviewed and approved the submitted version, and we agree to be personally accountable for their own input. 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2","display":"","copyAsset":false,"role":"figure","size":126407,"visible":true,"origin":"","legend":"\u003cp\u003eMoral Mindset Matrix\u003c/p\u003e","description":"","filename":"Diagram2MoralMindsetMatrixMoralMindsetMatrix.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7047513/v1/51b36620250ed4a5f809cfa2.jpg"},{"id":94854920,"identity":"f5ecf2b7-bd80-41dc-a838-9f8823c03fd9","added_by":"auto","created_at":"2025-10-31 12:00:48","extension":"jpg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":216033,"visible":true,"origin":"","legend":"\u003cp\u003eHorizon Scanning, Future Wheel and STEEPLE Tool\u003c/p\u003e","description":"","filename":"Diagram3HorizonScanningFutureWheelandSTEEPLETool.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7047513/v1/44db9258a99f4202bfb327aa.jpg"},{"id":94990348,"identity":"af7697ae-532c-47bf-bc16-5e739b229edb","added_by":"auto","created_at":"2025-11-03 07:16:30","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2145674,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7047513/v1/dcd937b1-0b03-4055-91a2-7117e90d89db.pdf"},{"id":94985540,"identity":"937d204e-db8d-49a7-9e3c-2fcb4c465507","added_by":"auto","created_at":"2025-11-03 06:58:22","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":29403,"visible":true,"origin":"","legend":"","description":"","filename":"Definitionsof12EssentialFuturesToolsandtheScenarioPlanningFrameworkAppendicesA.docx","url":"https://assets-eu.researchsquare.com/files/rs-7047513/v1/87baa79aa6f819589b66796b.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Harnessing Futures Thinking: Fostering Moral Foresight and Imagination in Higher Education","fulltext":[{"header":"Introduction","content":"\u003cp\u003eHumanity is facing an unprecedented anthropogenic-induced environmental crisis, underscoring the unsustainability of current development and the urgent need for significant change (IPCC, 2023; Lozano, 2024). \u0026nbsp; Our survival depends on recognising the interconnectedness of people and biosphere (Folke, 2021) and fostering collective effort to ensure a liveable planet. \u0026nbsp; Addressing this formidable challenge requires a leadership mindset committed to sustainability and regeneration, balancing environmental, economic and societal needs without compromising future generations (Mohan et al., 2024).\u003c/p\u003e\n\u003cp\u003eThe UN 2030 Sustainable Development (SD) Agenda emphasizes the need for global governance and collaboration across civil society, business, academia and international organisations to achieve its 17 Sustainable Development Goals (SDGs) (UN 2015). \u0026nbsp;Education plays a pivotal role in fostering equity, social justice and sustainability. UNESCO Global Action Programme on Education for Sustainable Development (ESD) (20015, 2017), outlines key competencies essential for individuals to become “sustainable citizens” capable of navigating complex social-ecological systems (Wals \u0026amp; Lenglet, 2016; UNESCO, 2017). \u0026nbsp;These competencies include creativity, self-organisation, proactive behaviours, interdisciplinary collaboration, and systems thinking (Gardiner, 2020).\u003c/p\u003e\n\u003cp\u003eHigher education institutions (HEIs) are instrumental in integrating SD into the curricula, fostering climate literacy (Nugent, 2021) and preparing future leaders as transformational agents. \u0026nbsp; Embedding ESD principles cultivates a mindset that encourages learners to engage with the challenges, viewing SD as a \u003cem\u003e“way of thinking, practicing, and being”\u003c/em\u003e (Molthan-Hill \u0026amp; Blaj-Ward, 2022) This approach develops competencies that promote reflection and proactive contribution towards a positive future for life on Earth. Achieving sustainable and regenerative development requires balancing environmental, economic, and societal spheres (James, 2014), navigating political challenges, and encouraging innovation (Magee et al., 2012).\u003c/p\u003e\n\u003cp\u003eThis paper examines how UK second-year Management students in the Futures Focused Management for Sustainability module deepened their understanding of global SD challenges by applying systems think and futures tools. \u0026nbsp; It further evaluates the effectiveness of the ‘Moral Mindset Matrix’ in fostering reflection on values and environmental practices.\u003c/p\u003e\n\u003cp\u003eThe paper begins with an exploration of eco-literacy and UNESCO ESD Cross-cutting Sustainability Competencies, along with theory and taught context of the module, including SD, systems thinking, mental models, foresight and futures tools. \u0026nbsp; It then describes a delivering approach, highlighting the use of the Moral Mindset Matrix. The paper briefly outlines the research method, action research and thematic approach of students’ reflections, followed by presenting result extracts discussion and conclusions.\u003c/p\u003e"},{"header":"Background and Context","content":"\u003cp\u003eIn 2017, UNESCO developed eight cross-cutting sustainability competencies to support the Education for Sustainable Development (ESD) Goals, empowering individuals, groups and governments to act toward sustainable development (Lavrinoviča, 2021). \u0026nbsp;The ESD initiative introduced a new lexicon that influences organisational structures and processes, fostering collaborations and enhancing decision-making globally (Moon \u0026amp; Blackman, 2014) promoting an eco-literacy (\u003cem\u003esustainability literacy\u003c/em\u003e) generating productive power (Barnett and Duvall, 2005) to drive dynamic global policies and actions.\u003c/p\u003e\n\u003cp\u003eEco-literacy (Haigh, 2009) plays a key role in this shift. \u0026nbsp;It involves understanding the interconnectedness of environmental, social and economic dimensions and the impact of action on the world (UNSDG, 2015). Eco-literacy equips individuals to make informed choices, challenge unsustainable practices, and support environmental protection and intergenerational justice (Elkington, 2004). It promotes \u0026lsquo;sustainable thinking\u0026rsquo; to address the growing challenges of climate change, resource depletion, and social inequality and fosters a shift toward personal responsibility and environmental activism (Bringhurst \u0026amp; Zwicky, 2018).\u003c/p\u003e\n\u003cp\u003eFor graduates, eco-literacy is a crucial competency that enables informed decision-making in a volatile, uncertain, complex, and ambiguous (VUCA) world (Whiteman, 1998). \u0026nbsp;It allows them to navigate and challenge outdated narratives, expose misinformation, and address climate denialism (Tschakert, 2012). \u0026nbsp;Ultimately, sustainability literacy drives a transformative shift in attitudes and values, helping individuals transcend cultural limits and engage in responsible actions toward a sustainable future (Moore, 2005) to promote more responsible knowing, thinking and acting.\u003c/p\u003e\n\u003cp\u003eSustainability literacy or e\u003cem\u003eco-literacy\u003c/em\u003e (Haigh, 2009), signifies a significant paradigm shift, moving education from a disciplinary understanding of sustainability to an interdisciplinary and transversal approach focusing on \u0026ldquo;sustainable thinking\u0026rdquo; (UNESCO, 2009). \u0026nbsp; It emphasises the need for commitment to engage with and address global sustainability challenges and opportunities. \u0026nbsp; Additionally, it identifies eight cross-cutting interrelated, transversal, multifunctional sustainability competencies that are essential for achieving the Sustainable Development Goal (SDG). \u0026nbsp;These competencies are outlined below in table 1:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1: Cross-cutting Interrelated Sustainability Competencies\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"604\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSystems thinking:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to analyse complex systems across various domains and scales and navigate uncertainty.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAnticipatory:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to evaluate multiple scenarios and develop their own future apply the precautionary principle; to assess action consequences and manage risks and changes.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNormative:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to reflect on personal norms and values, negotiate sustainability values, principles, goals, and targets, amidst conflicts and uncertainty.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrategic:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to collectively design and implement innovative actions that promote sustainability local level and globally.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCollaboration:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to learn from others; empathies, practice empathic leadership, resolved group conflict and facilitate collaborative problem solving.\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCritical thinking:\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to assess norms, values and perceptions and engage thoughtfully sustainability discourse.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-awareness:\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to reflect on one\u0026rsquo;s role in the community and society continually evaluate actions; and address personal emotions and desires.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntegrated problem-solving:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe ability to apply diverse problem-solving frameworks to tackle complex sustainability issues, integrating the above competences to develop inclusive solutions\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e(Source: adapted from UNESCO 2017, p10.)\u003c/p\u003e\n\u003cp\u003eThe SDG and cross-cutting sustainability competencies build cognitive, socio-emotional and behavioural capabilities building understanding collaboration, personal reflection, values attitudes and motivation and behavioural skills capabilities to enact and effectively engage with their world. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eContext\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Leadership, Governance and People Management Subject Group at Leeds Business School has been offering futures modules and SD modules at undergraduate and postgraduates\u0026rsquo; levels for several years. \u0026nbsp;Recently these disciplines were merged into a second-year degree module, \u003cem\u003eFuture Focused Management for Sustainability (FFMS)\u003c/em\u003e. This module enables students to critique and apply management and futures tools to address the challenges of SD, while integrating reflective practice (Schon, 1991) to critique their values in context to their professional development. \u0026nbsp; Over the last 5 years, the module has been delivered to 1,319 students. \u0026nbsp;In summary the module integrated themes of futures and foresight, systems thinking (Senge, 1990) mental models\u0026rsquo; reflection and SD. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. \u0026nbsp; \u0026nbsp;Sustainable Development\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSD has evolved to incorporate both the concepts of \u0026ldquo;sustainability\u0026rdquo; and \u0026ldquo;development\u0026rdquo;. Sustainability refers to maintaining an entity, without depleting resources or causing harm (Basiago, 1999; Sharma, 2024) whilst SD emphasises the finite balance of economic, ecological and social systems for equitable resources distribution within and across generations (Stoddart et al., 2011). \u0026nbsp;The Brundtland Commission defined SD as development that meets the needs of the present without compromising future generations\u0026rsquo; ability to meet their own needs (1987). \u0026nbsp;SD represents a process to achieve sustainability, ensuring responsible resource use and maintaining ecological balance (Gray, 2010) but with an anthropocentric skew (Lee et al., 2000). \u0026nbsp; The concept of regenerative development deepens the discussion taking a whole-system approach, holding that humans are an integrated part of nature, not set apart, entwining the ecosystem, culture and a sense of place for all beings, and therefore for society\u0026apos;s well-being we need to take a holistic systems approach so \u0026nbsp;natural ecosystems is improves and make a better world for future generation. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe United Nations (UN) adopted the 2030 Agenda for SD, comprising 17 SDGs and 169 interdependent objectives aimed to mobilise and coordinate global action to safeguard the planet (Breuer et al., 2019) and resolve conflicting interest and governance complexities (Tosun \u0026amp; Leininer, 2017). \u0026nbsp;to advance our SDGs demands robust monitoring mechanisms for assessing corporate commitment and tangible impact.\u003c/p\u003e\n\u003cp\u003eAdopting an Environmental, Social and Governance (ESG) framework provides measurable standards to evaluate corporate sustainability practices, aligning with the SDGs by promoting wellbeing and environmental stewardship whilst also driving corporate performance (Zhao et al., 2021). ESG can complement Corporate Social Responsibility (CSR), which defines corporate values and ethical decisions-making while ESG monitors performance against sustainability objectives (Cohen et al., 2022). \u0026nbsp; However inherent contradictions exist in the global corporate landscape, where profit priorities often conflict with sustainability goals (McCormick et al., 2024). Addressing these system flaws requires an informed and engaged society that holds corporations accountable and drives meaningful change (Parfitt, 2024).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. \u0026nbsp; \u0026nbsp;Futures and Foresight\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConflicting environmental, social and economic drivers expose our ecosystem to complex, interrelated multi-layered effects, posing challenges to organisation and global survival (Carpenter et al. 2009). The need for \u003cem\u003e\u0026ldquo;corporate foresight\u0026apos;\u0026apos;\u003c/em\u003e has become critical as rapid environmental change undermine traditional planning methods (Bennett \u0026amp; Lemoine, 2014). \u0026nbsp; \u0026nbsp;Foresight and futures methods adopt an interdisciplinary approach to analyse trends, providing insights into alternative futures (Day \u0026amp; Schoemaker, 2005), fostering resilience, innovation and agility, and competitive advantage (Heger \u0026amp; Rohrbeck, 2012) while promoting global sustainability.\u003c/p\u003e\n\u003cp\u003eForesight is the ability to systematically interpret information for decision-making identifying gaps and opportunities to navigate uncertainty (Cuhls, 2020). \u0026nbsp;Unlike forecasting, which relies on past data to base, foresight integrates creativity and intuition using futures tools to assess risk and shape desirable outcomes (Inayatullah, 2004). \u0026nbsp;It recognises the external and personal world interact and thereby can shape the future (Masini 1983, 1993).\u003c/p\u003e\n\u003cp\u003eThe approach encourages leaders to challenge their assumptions and explore unexpected events, shifting paradigms to building preferred futures (Defra, 2011). \u0026nbsp;We suggest managers focus on hindsight whilst successful leadership embraces foresight, devising alternative scenarios and innovation (Collins \u0026amp; Hines, 2010; Fazey et al., 2020). Resilience decisions-making requires active engagement in systemic learning (Gariboldi et al., 2021), enhancing agility and preparedness (Crews, 2020).\u003c/p\u003e\n\u003cp\u003eFutures and Foresight for Learning tools (Gold et al., 2024) enhance learning and long-term planning through trend scanning, scenario exploration, and adaptive strategies. Goldman et al. (2015) stress strategic thinking (\u003cem\u003equestioning, critique, and testing\u003c/em\u003e) to unlock imaginative possibilities, while Brenkert (2019) and Rorty (2006) highlight moral and ethical imagination as a means to broaden perspectives and foster professional growth. Similarly, Inayatullah\u0026rsquo;s (2008) Six Pillars framework provides a structured foresight approach by examining the interplay between the future, present, and past. Causal Layered Analysis helps uncover emerging issues and evolving patterns, forming a foundation for developing potential future scenarios and visions. Backcasting then identifies the necessary steps to achieve desired outcomes. By leveraging futures tools, organisations can strengthen their foresight capabilities, envision coherent futures, and cultivate openness to new possibilities (Fazey et al., 2020).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. \u0026nbsp; \u0026nbsp;Systems Thinking\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSystems thinking involves seeing the whole picture and recognizing interconnections and dynamic patterns (Senge, 1990). Leaders often face system blindness focusing on symptoms rather than the root cause (Goleman, 1995). \u0026nbsp; Complex and adaptive systems, with semi-autonomous elements forming new emergent patterns do not follow linear causality and are unpredictable (Dooley, 1997; Snowden, 2002). Understanding these systems helps navigate interconnected environments where unintended consequence can emerge over time (Senge, 1990) and be prepared to adapt accordingly (Snowden \u0026amp; Boone 2007).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn VUCA (volatile, uncertain, complex, ambiguous) environments systems thinking is crucial (Horney \u0026amp; O\u0026rsquo;Shea, 2015). \u0026nbsp;Leaders must understand system interdependence, feedback loops, and shared knowledge to help foster adaptability. Education must also promote public awareness of systems and complexity (Plate, 2010).\u003c/p\u003e\n\u003cp\u003eSenge (2014) argues that leadership involves actively shaping circumstances. \u0026nbsp;His learning organisation (LO) concept proves a comprehensive approach for this:\u003c/p\u003e\n\u003cp\u003e● \u003cstrong\u003eShared Vision:\u003c/strong\u003e share common goals that empower innovation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e● \u003cstrong\u003ePersonal Mastery:\u003c/strong\u003e lifelong learning and self-awareness.\u003c/p\u003e\n\u003cp\u003e● \u003cstrong\u003eMental Models:\u003c/strong\u003e adapting ingrained assumptions for change.\u003c/p\u003e\n\u003cp\u003e● \u003cstrong\u003eTeam Learning:\u003c/strong\u003e collaboration for improvement.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e● \u003cstrong\u003eSystems Thinking:\u003c/strong\u003e integrating these elements help build strong socio-ecological networks.\u003c/p\u003e\n\u003cp\u003eDespite criticisms the LO (Salaman, 2001; Tosey, 2005), the framework offers insights into addressing global challenges and fostering institutional transformation (Kofman \u0026amp; Senge, 1993). Aligning LO principles, the UNESCO sustainability competencies can enhance societal contribution and well-being (Barnett \u0026amp; Duval, 2005)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. \u0026nbsp; \u0026nbsp;Mental Models\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMental models subconsciously shape perceptions and reinforce assumptions, limiting understanding (Moore \u0026amp; Golledge, 1976). Whilst they guide discussions, they also risk distorting reality by imposing unquestioned beliefs, what Senge, (1990) called \u0026ldquo;leaps of abstraction\u0026rdquo;. Transformational change requires recognising and challenging these cognitive biases, which shape perceptions, reasoning, and behaviour (Johnson-Laird, 1983). Keeping an open mind and reassessing our beliefs are key to breaking free from restrictive mental models (Senge, 1990). Addressing the global crises demands a mindset shift, collaboration and a willingness to challenge entrenched power structures calling for a mindset that fosters shared values and drives sustainable change (Ketonen-Oksu \u0026amp; Vugren, 2024).\u003c/p\u003e\n\u003cp\u003eOvercoming institutional bias, necessitates a commitment to learning and unlearning (Ketonen-Oksi, 2022). \u0026nbsp;However, challenging deeply embedded systems, rooted in culture, political, and economic structures is difficult (Bentz et al., 2022). \u0026nbsp;This requires critical thinking and collective action, (Pelaprat \u0026amp; Cole, 2011), serving as a transformative tool for envisioning alternative futures (Conway, 2022). By liberating imagination, we uncover new ways of thinking and acting, (Yusoff \u0026amp; Gabrys, 2011), challenge dominant paradigms (Levitas, 2013) thereby reshaping possibilities for a more just and sustainable world.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMindset Theory (MT) in Teaching and Learning\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMindset Theory posits that beliefs about intelligence can shape how individuals think, feel and behave, influencing both their self-belief and worldview (Dweck \u0026amp; Leggett, 1988). \u0026nbsp;It suggests two mindsets: a fixed mindset where learning is seen as static and a growth mindset where learning can be developed through effort and perseverance (Dweck \u0026amp; Yeager, 2019). \u0026nbsp;While MT does not address external factors or barriers it provides insights of mental models and how individuals can actively grow and learn.\u003c/p\u003e\n\u003cp\u003eMost research has focused on fostering growth minds enhancing performance, but people hold multiple mindsets including morality, intelligence which influence perception goal setting and wellbeing (Zhao et al., 2021). \u0026nbsp;Therefore, it is important to take a balanced approach and consider how morality and ability mindsets can interrelate thereby developing moral personality and promoting wellbeing and flourishing (Howell et al., 2016). \u0026nbsp; Additionally, being surrounded by those with a growth mindset can be contagious and stimulate learning, aspirations and achievement (King, 2020), raising its relevance in an educational context and promoting self-awareness, building transversal skills and providing a moral foundation for authentic leadership.\u003c/p\u003e\n\u003cp\u003eLewin\u0026apos;s field theory describes \u0026quot;life space\u0026quot; as the psychological field shaped by both the individual and their environment, encompassing conscious and subconscious elements (Marrow, 1969). \u0026nbsp; \u0026nbsp;These factors influence our beliefs, values, emotions and behaviours, drawing from personal experiences and cultural heritage (Inayatullah, 2002). \u0026nbsp;The theory highlights the \u0026ldquo;foreign hull\u0026rdquo; or unknown-unknowns, factors beyond our awareness, which can challenge our worldview. Being attentive to these factors fosters reflective thinking, self-discovery and a deeper understanding of our interconnectedness. \u0026nbsp;This mindful, holistic approach encourages an open mindset towards the future (Shapiro \u0026amp; Carlson, 2009).\u003c/p\u003e\n\u003cp\u003eCreating a collaborative, active learning space (Johnson et al., 2000) where students actively participate in learning communities (Tinto, 2003) that challenge stereotypes and enhance self-belief (Dweck \u0026amp; Yeager, 2019) and personal efficacy (Bandura, 1977) can help in this, but significantly developing a resilient and moral mindset that can overcome challenges and adapt to change (Yeager \u0026amp; Dweck, 2012).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 2 below presents an indicative alignment of module content with the Cross-cutting Interrelated Sustainability Competencies.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Indicative Mapping of module context to the Cross-cutting Interrelated Sustainability Competencies\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSustainable Development\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFutures and Foresight\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSystems Thinking\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMental Models\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSystems thinking:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAnticipatory:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;x\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNormative:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrategic:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCollaboration:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCritical thinking:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-awareness:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntegrated problem-solving:\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eModule Learning and Assessment\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe module is assessed through a group presentation (20%) and an individual case study assignment and reflection (80%). \u0026nbsp;Students first work in groups applying futures tools to a sustainable development (SD) case study of their choice, presenting their findings in week 6. \u0026nbsp; Students then submit a 3,000-word assignment applying a futures tool SD case of their choice along with a 500-word reflection applying Gibbs Reflective Model (1998) enabling them to connect foresight, SD, values to personal development. \u0026nbsp; A real-world case study approach was adopted to broadens student\u0026rsquo;s perspective, challenge their critical thinking, (Grupe \u0026amp; Jay, 2000; Herreid, 2011) and improve engagement and problem-solving (Brunstein et al., 2021).\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudents completed a framework-based project in three stages: \u0026ldquo;\u003cem\u003eexplore\u003c/em\u003e\u0026rdquo; future opportunities,\u003cem\u003e\u0026nbsp;\u0026ldquo;create alternative futures\u0026rdquo;\u003c/em\u003e using scenario planning, \u0026ldquo;\u003cem\u003eunderstand the implications\u0026rdquo;\u003c/em\u003e through impact, evaluation and action planning. \u0026nbsp; Of the 12 tools discussed in class, 3 key tools were proposed to guide students through the process, though students were encouraged to explore others. \u0026nbsp;This phased approach enabled them to enhance their ability to apply the tools individually and in combination, deepening their understanding of their strategic value. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA summary of the 12 tools provided below, with more detailed information in Appendices A.\u003c/p\u003e\n\u003cp\u003e1. \u003cstrong\u003eExplore\u003c/strong\u003e \u0026ndash; examining the environment and future opportunities.\u003c/p\u003e\n\u003cp\u003e▪ \u003cstrong\u003eFutures tools:\u0026nbsp;\u003c/strong\u003eDriver Mapping, Futures Wheel, Verge, and SWOT.\u003c/p\u003e\n\u003cp\u003e2. \u003cstrong\u003eCreate Alternative Futures\u003c/strong\u003e \u0026ndash; developing scenarios through scenario planning.\u003c/p\u003e\n\u003cp\u003e▪ \u003cstrong\u003eFutures tools:\u0026nbsp;\u003c/strong\u003e2x2 Scenarios, Archetypes, Branch Analysis, and Visioning.\u003c/p\u003e\n\u003cp\u003e3. \u003cstrong\u003eUnderstand Implications\u003c/strong\u003e \u0026ndash; reflecting on and evaluating the impact and consequences, then making a plan for action.\u003c/p\u003e\n\u003cp\u003e▪ \u003cstrong\u003eFutures tools:\u0026nbsp;\u003c/strong\u003eBackcasting, Wind Tunnelling, Three Horizons, and Road Mapping.\u003c/p\u003e\n\u003cp\u003eThroughout the process, students progressively developed their understanding of each tool and its collective contribution. \u0026nbsp;They learned to frame objectives, the system context, history and weak signals; forecast alternative futures, and envision a preferred future (Hines \u0026amp; Bishop, 2007). \u0026nbsp; This enabled them to plan actions, monitor key indicators, and explore how different interconnects can influence outcomes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe module incorporated two complimentary learning processes: firstly, the systematic framework of futures tools to build skills progressively; secondly, to collaboratively apply tools to stimulate foresight thinking practice. \u0026nbsp;This was consolidated through an individual assignment and personal reflection, creating an interwoven learning cycle.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssessment\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eComponent 1 (Group Work):\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eUsing the STEELPE context (social, technological, economic, environmental, political, legal, and ethical), students applied three foresight tools; driver mapping, 2x2 scenarios, and backcasting to analyse a selected case study, develop scenarios, and present strategic solutions (see Diagram 1). This stepwise approach deepened conceptual understanding of complexity over time, provided hands-on experience, and acted as a structured \u0026ldquo;handrail\u0026rdquo; to build confidence before introducing additional methods. It also enabled tutors to monitor progress and offer formative feedback throughout the process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInsert Diagram 1 here:\u0026nbsp;\u003c/strong\u003eExample of Sequence Futures Tool Process:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eComponent 2:\u0026nbsp;\u003c/strong\u003ewas an individual assignment where students had the freedom to decide the case, context and tools of their choice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTools We Developed and Applied to the Module\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMoral Mindset Matrix \u0026ndash; 2x2 Grid\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDuring the module, we introduced the \u0026apos;Moral Mindset Matrix\u0026apos; (diagram 2), a 2x2 grid, the horizontal axes ranging from immoral to moral (Zhao et al., 2021), and the vertical axis ranging from inactive to proactive behaviours (Dweck \u0026amp; Yeager, 2019). The tool emphasised both moral and active dispositions, aiding students in honing their judgement and challenge assumptions. \u0026nbsp;By positioning themselves on the grid, students critiqued their own moral and active mindset reflecting on their moral disposition and assess their development and throughout the module. \u0026nbsp; The process encouraged continuous reflection and supported planning for future professional growth. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs the module progressed, we found the tools valuable for evaluating the categorising corporate practice, aiding in case study analysis and class discussion. The Moral Mindset Matrix is displayed in diagram 2 below:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInsert Diagram 2 here:\u0026nbsp;\u003c/strong\u003eMoral Mindset Matrix\u003c/p\u003e\n\u003cp\u003eThese categories are summarised below:\u003c/p\u003e\n\u003cp\u003e1. \u003cstrong\u003eMasqueraders\u003c/strong\u003e: \u003cem\u003e(proactive/immoral)\u003c/em\u003e these actors are aware of the issues but driven by self-interest, willingly harming the social-ecological systems system for personal gains while paying lip service to morality. This is evident in corporations engaged in greenwashing, deception and covering up unethical practices.\u003c/p\u003e\n\u003cp\u003e2. \u003cstrong\u003eSpoilt Child:\u003c/strong\u003e \u003cem\u003e(inactive/immoral)\u003c/em\u003e self-centred and disengaged, these people exhibit an immature mindset, wilfully ignoring the consequences of their actions. Their refusal to acknowledge broader impacts represent a dangerous abdication of moral responsibility. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e3. \u003cstrong\u003eSuppressed Bystande\u003c/strong\u003er: \u003cem\u003e(inactive/moral)\u0026nbsp;\u003c/em\u003ethese individuals want to help but feel powerless or overwhelmed, leading to inaction and guilt. \u0026nbsp;This \u0026lsquo;\u003cem\u003epowerless syndrome\u0026rsquo;\u003c/em\u003e fosters \u003cem\u003e\u0026lsquo;eco-anxiety\u0026rsquo;\u0026nbsp;\u003c/em\u003eand disconnection. \u0026nbsp;Overcoming it requires shifting focus to actional steps and collaborative efforts for sustainability.\u003c/p\u003e\n\u003cp\u003e4. \u003cstrong\u003eChampion:\u0026nbsp;\u003c/strong\u003e\u003cem\u003e(active/moral)\u0026nbsp;\u003c/em\u003eChampions recognise the importance of sustainable development, seeing it as both an individual and collective and responsibility. \u0026nbsp; \u0026nbsp;They feel empowered to drive change through daily actions, workplace practices, and community engagement, leading by example to support and inspire others.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHorizon Scanning, Future Wheel and STEEPLE Tool\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe introduced horizon scanning and the futures wheel (Glenn, 1972) in class exercises to broaden students\u0026rsquo; global perspective, challenge assumptions, and visualising plausible future outcomes. Using the STEEPLE framework \u003cem\u003e(Social, Technological, Economic, Environmental, Political, Legal and Ethical factors)\u0026nbsp;\u003c/em\u003estudents identified strategic issues in their case studies and explored how to proactive strategies to reshape the future.\u003c/p\u003e\n\u003cp\u003eStudents applied the STEEPLE framework across a 7-year timeline in 6-month increments, (Diagram 3), they analysed drivers and geopolitical events, first in isolation then integrated to understand their interdependence over time. \u0026nbsp;To deepen understanding, we linked this analysis to VUCA Vague, Uncertain, Complex, and Ambiguous) to support scenario generation.\u003c/p\u003e\n\u003cp\u003eStudents employed visual tools like vectors and \u0026lsquo;cones of plausibility\u0026rsquo; (Taylor, 1990) to map potential connections, trends, and impacts, fostering resilience and identification of preferable futures. \u0026nbsp;Additionally, we applied the four stages of the iceberg model (Kidron \u0026amp; Vinarski-Peretz, 2018): observing events, identifying patterns, understanding systemic structures, and generating insights into the deep-seated mental models that created them.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInsert Diagram 3 here:\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eHorizon Scanning, Future Wheel and STEEPLE Tool.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThe work presents our module experiences, highlights our efforts in developing teaching resources and shares our thematic observations of student experiences based on a sample of 32 reflections.\u003c/p\u003e\n\u003cp\u003eWe employed action research (AR), a cyclical \u003cem\u003eprocess\u003c/em\u003e of \u0026apos;wisdom-inquiry\u0026apos; (Maxwell, 2011) involving fact-finding, action, and reflective evaluation to address problems (McGinty \u0026amp; Water-Adams, 2006). AR aims to improve practices and impact (Hines \u0026amp; Gold, 2015) rather than producing theoretical knowledge (Lewin, 1948), facilitating change and guiding value transformation (Elliot, 1991). It also reveals organizational challenges (Gold \u0026amp; Pedler, 2021) and uncovers cultural and paradigm shifts influencing behaviour (Boak et al., 2020).\u003c/p\u003e\n\u003cp\u003eAn inductive, data-driven approach guided by Braun and Clarke, (2006) six‐ phase thematic analysis facilitated the identification and examination of patterns within the student\u0026rsquo;s reflective transcripts. Purposeful sampling (Patton, 2002) was employed to select 32 student reflections. Three researchers independently reviewed and re‐reviewed transcripts to identify common themes, then convened to compare notes to sense check and validate insights, (Rajasinghe, 2019; Wagstaff and Williams, 2014). A further coding round ensured consistency and thoroughness. Throughout we maintained a reflexive iterative process, emphasising \u0026ldquo;language use\u0026rdquo;, its contextual grounding, and our own preconception (Palmer et al.,2010).\u003c/p\u003e\n\u003ch3\u003eFindings\u003c/h3\u003e\n\u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e presented exemplar extracts and interpretations of student comments, illustrating the thematic approach from which Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e demonstrates 7 superordinate and supporting subordinate themes. We then explore both sets of themes by critique of participants\u0026apos; comments highlighted in \u003cem\u003eitalics\u003c/em\u003e, with our emphasis \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eunderlined\u003c/span\u003e, and reflect on their significance to the study. Finally, Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e connects these themes and module topics to the UN\u0026rsquo;s Cross-cutting Interrelated Sustainability Competencies and we reflect on how these themes can promote the understanding of the challenges of SD, personal responsibility, and how students can contribute fostering cultural change.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eRepresentative extracts and exploratory interpretations from transcripts\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eExtracts\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eExploratory interpretations\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1. \u0026ldquo;From this experience I can take away that I am \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003econscious a better person\u003c/span\u003e thus, making myself \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emore effectively trying to be sustainable and aware of my impacts\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e2. \u0026ldquo;\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eFrom my small action\u003c/span\u003es making a \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esmall benefit\u003c/span\u003e, and \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eif everyone else joined\u003c/span\u003e\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e3. \u0026ldquo;I knew that I was one of the c\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eontributors to environmental pollution\u003c/span\u003e, I had \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003enot thought\u003c/span\u003e about the \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecomplexity\u003c/span\u003e of the \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esystem\u003c/span\u003e \u0026hellip; \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eforesight\u003c/span\u003e helped to realise \u0026hellip; \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecausal relationship.\u003c/span\u003e\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e4. \u0026ldquo;\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eCultural attitudes\u003c/span\u003e \u0026hellip; influence specific \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ethought\u003c/span\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esystems\u003c/span\u003e \u0026hellip; needing a \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eparadigm shift\u003c/span\u003e.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e5. \u0026ldquo;I felt \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003epowerless\u003c/span\u003e and felt \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eguilty\u003c/span\u003e for how I have \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003econtributed towards\u003c/span\u003e the problem\u0026hellip; I \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eoverlooked\u003c/span\u003e how my contributions affected the issue \u0026hellip; \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003efeel hopeful\u003c/span\u003e \u0026hellip; now educated on how \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emy actions today\u003c/span\u003e will affect me in the future.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e6. \u0026ldquo;I was \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eshocked\u003c/span\u003e at the \u0026ldquo;greenwashing\u0026rdquo; and consumerist society\u0026rsquo;s \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003edeep influence\u003c/span\u003e. I am confident of \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emy\u003c/span\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eability\u003c/span\u003e to contribute to \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003epositive change\u003c/span\u003e, by actively \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esharing knowledge\u003c/span\u003e that has \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003edeeply impacted\u003c/span\u003e me.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e7. \u0026ldquo;I have learned things are more \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecomplex\u003c/span\u003e than they seem\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eReflective self\u003c/span\u003e, new learning, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esustainable\u003c/span\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003edevelopment\u003c/span\u003e, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eimpact\u003c/span\u003e and \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eresponsibility\u003c/span\u003e change in \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eawareness\u003c/span\u003e, self-recognition\u003c/p\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eChange\u003c/span\u003e, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecommitment\u003c/span\u003e to action, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eresponsibility\u003c/span\u003e small steps, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecommunity\u003c/span\u003e action \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecultural shift\u003c/span\u003e\u003c/p\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eEnvironment\u003c/span\u003e, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esystems thinking\u003c/span\u003e, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emental models\u003c/span\u003e, not considered issues, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003efutures\u003c/span\u003e tools help raise \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eawareness\u003c/span\u003e\u003c/p\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eCulture\u003c/span\u003e, paradigm shift, awareness, change in \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emental models\u003c/span\u003e\u003c/p\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eReflective\u003c/span\u003e feelings, powerlessness, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ehope futures\u003c/span\u003e tools \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eawareness\u003c/span\u003e and \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eempowerment\u003c/span\u003e to act, contribute, transformation\u003c/p\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eShock\u003c/span\u003e, catalyst for \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003epositive\u003c/span\u003e change, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eshare\u003c/span\u003e deep \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eimpact\u003c/span\u003e optimism, raised \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eawareness\u003c/span\u003e and challenge deeply \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eembedded assumption\u003c/span\u003e\u003c/p\u003e\n \u003cp\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eComplexity\u003c/span\u003e, VUCA, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eawareness\u003c/span\u003e, \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003edepth\u003c/span\u003e of understanding\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThematic Clusters\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSuperordinate themes\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSubordinate themes\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1. Personal Growth Responsibility and Reflective Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Personal Responsibility (Self)\u003c/p\u003e\n \u003cp\u003eb. Personal Responsibility (Global Challenges)\u003c/p\u003e\n \u003cp\u003ec. Actions Today Affect Tomorrow\u003c/p\u003e\n \u003cp\u003ed. Issue on wanting to do good\u003c/p\u003e\n \u003cp\u003ee. Importance of reflection and personal transformation\u003c/p\u003e\n \u003cp\u003ef. New learning\u003c/p\u003e\n \u003cp\u003eg. Moral mindset\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2. Complexity and systems thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Systems Thinking Importance\u003c/p\u003e\n \u003cp\u003eb. Futures Thinking \u0026amp; Long-term Planning\u003c/p\u003e\n \u003cp\u003ec. Trade-offs \u0026amp; Balance\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3. Culture and value shift \u0026ndash; change \u0026amp; values\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Cultural Paradigm Shifts\u003c/p\u003e\n \u003cp\u003eb. Changing Values\u003c/p\u003e\n \u003cp\u003ec. Lack of Awareness\u003c/p\u003e\n \u003cp\u003ed. Awareness, Risk \u0026amp; Complexity\u003c/p\u003e\n \u003cp\u003ee. Change Mental Models\u003c/p\u003e\n \u003cp\u003ef. Need for Education\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4. Sustainability and environmental awareness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Change of language climate crisis rather than global warming\u003c/p\u003e\n \u003cp\u003eb. Challenging Consumerist norms\u003c/p\u003e\n \u003cp\u003ec. Lack of awareness\u003c/p\u003e\n \u003cp\u003ed. Cannot unlearn - paradigm shift\u003c/p\u003e\n \u003cp\u003ee. Importance of Informed Decision-making\u003c/p\u003e\n \u003cp\u003ef. Awareness, Risk \u0026amp; Complexity\u003c/p\u003e\n \u003cp\u003eg. Small steps and big impact\u003c/p\u003e\n \u003cp\u003eh. Lifestyle change\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5. Emotional Helplessness and Hope\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Helpless \u0026amp; Hopeless\u003c/p\u003e\n \u003cp\u003eb. Now difficult to Unlearn\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6. Futures Thinking and Strategic Planning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Need Innovation Effective Problem-Solving\u003c/p\u003e\n \u003cp\u003eb. Futures tools promoting vision of the future\u003c/p\u003e\n \u003cp\u003ec. Change Mental Models\u003c/p\u003e\n \u003cp\u003ed. Informed Decision Making\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7. Shock Lack of Awareness Greenwash\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ea. Shock of consequences and impact of SD\u003c/p\u003e\n \u003cp\u003eb. Systemic disruption\u003c/p\u003e\n \u003cp\u003ec. Distrust of Corporations (Greenwashing \u0026amp; Exploitation)\u003c/p\u003e\n \u003cp\u003ed. Helpless \u0026amp; Hopeless\u003c/p\u003e\n \u003cp\u003ee. Challenging Consumerism\u003c/p\u003e\n \u003cp\u003ef. Passivity\u003c/p\u003e\n \u003cp\u003eg. Now difficult to Unlearn\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cspan\u003e\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. Personal Growth Responsibility and Reflective Thinking\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003eThe module helped develop students\u0026rsquo; reflective skills, deepened their understanding of SD challenge, and underscored the importance of personal and global responsibility. The approach highlights the importance of moral values and of actionable knowledge leading to meaningful impact.\u003c/p\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n \u003ch2\u003eExtracts with interpretations:\u003c/h2\u003e\n \u003cp\u003eStudents\u0026rsquo; indication that applying reflection helped to \u003cem\u003e\u0026ldquo;improve\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emy insights and understanding of self\u003c/span\u003e \u003cem\u003eand the\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eworld\u003c/span\u003e.\u003cem\u003e\u0026rdquo;\u003c/em\u003e Helping them gain awareness and insight into the challenges of deep and established \u0026ldquo;\u003cem\u003emental models\u0026rdquo;\u003c/em\u003e and assumptions shaping their \u003cem\u003e\u0026ldquo;perceptions \u0026hellip; that influence behaviour\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003eReflection helped student learning across a range of disciplines as well as the context of their projects \u003cem\u003e\u0026ldquo;I now carry a\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003edeep concern\u003c/span\u003e \u003cem\u003efor the planet\u0026apos;s health and\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ea commitment to be more mindful of my actions\u003c/span\u003e, \u003cem\u003estriving to\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eplay my part in positive change\u003c/span\u003e \u003cem\u003e\u0026hellip; the experience has also\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eignited a passion\u003c/span\u003e \u003cem\u003efor continuous\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003elearning\u003c/span\u003e, \u003cem\u003eensuring I\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003estay informed\u003c/span\u003e.\u003cem\u003e\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003eThe challenge of critically engaging in reflection appeared to raise attention to global events, inspire a desire to do good in the world, underscoring the importance of personal action, such as setting personal goals and behaviour such as not using plastic water bottles and engaging with local communities.\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e\u003cstrong\u003e2. Complexity and systems thinking\u003c/strong\u003e\u003c/p\u003e\n \u003c/span\u003e\n \u003cp\u003eThe module highlighted complexity challenges in the VUCA world and how system thinking reveals underlying structures and assumptions thereby providing deeper problem insights, preventing unintended consequences and improving coordination.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003eExtracts with interpretations:\u003c/h2\u003e\n \u003cp\u003eThe challenges of complexity and understanding the nature of the system thinking appeared to have been previously been taken for granted or unseen \u003cem\u003e\u0026ldquo;I had\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003enot thought\u003c/span\u003e \u003cem\u003eabout the\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecomplexity\u003c/span\u003e \u003cem\u003eof the system\u0026rdquo;\u003c/em\u003e and \u0026ldquo;\u003cem\u003eI was\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003enot aware\u003c/span\u003e \u003cem\u003eof the extent of the issues going on in the\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eworld\u003c/span\u003e, \u003cem\u003e\u0026hellip;\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003efutures systems thinking\u003c/span\u003e \u003cem\u003eand\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eVUCA\u003c/span\u003e \u003cem\u003ehelps to see the extent of\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ehow complex and volatile\u003c/span\u003e \u003cem\u003efuture drives can be ... and the\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eimpact\u003c/span\u003e \u003cem\u003eon sustainable development.\u003c/em\u003e The module raised awareness of their own unawareness, interconnectivity, intergenerational responsibility (Brundtland, 1987), tenuous nature of the ecosystem and paradigm challenges the world faces.\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e\u003cstrong\u003e3. Culture and value shift \u0026ndash; change \u0026amp; values\u003c/strong\u003e\u003c/p\u003e\n \u003c/span\u003e\n \u003cp\u003eFocusing on mental models and collective change, linked to the futures triangle (past, present \u0026amp; future) (Inayatullah, 2008), raised awareness of shifting mindset from consumption to conservation. This involves valuing diversity, the environment, and long-term commitments aligned to the UN SDGs. It also helped students appreciate the ingrained nature of taken-for-granted assumptions, emphasising the importance of staying informed, educated, and aware of complex challenges.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n \u003ch2\u003eExtracts with interpretations:\u003c/h2\u003e\n \u003cp\u003eUnderstanding the power and assumptions of a dominant neoliberalist culture of \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eprofit maximisation\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e and how it can \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ehinder\u003c/span\u003e \u003cem\u003esustainable development\u0026rdquo;\u003c/em\u003e is crucial. These shared \u003cem\u003e\u0026ldquo;mental models\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003egroup think\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e impacts on \u0026ldquo;\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eperceptions\u003c/span\u003e \u003cem\u003eand\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003einteractions\u003c/span\u003e \u003cem\u003ewith the world\u0026rdquo;.\u003c/em\u003e People need to change their mental models to make \u0026ldquo;\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emeaningful contributions\u0026rdquo;\u003c/span\u003e. Additionally, several students linked this to ESG as a measure of a company\u0026rsquo;s commitment to the world.\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e\u003cstrong\u003e4. Sustainability and environmental awareness\u003c/strong\u003e\u003c/p\u003e\n \u003c/span\u003e\n \u003cp\u003eThe module raised students\u0026rsquo; awareness of SD challenges, including how terminology shapes perception. Reflecting on terms like \u0026lsquo;climate crisis\u0026rsquo; and \u003cem\u003e\u0026quot;climate science denier\u0026quot;\u003c/em\u003e versus \u0026lsquo;climate change\u0026rsquo; and \u003cem\u003e\u0026quot;climate sceptic\u0026quot;\u003c/em\u003e deepened their appreciation of the urgency and gravity of environmental issues. This language shift highlighted the impact of word choices on perceptions. Connecting Brundtland\u0026rsquo;s (1987) SD definition \u0026ldquo;\u003cem\u003ewithout compromising the ability of future generations\u0026rdquo;\u003c/em\u003e reinforcing intergenerational responsibility and regeneration. Linking projects to the UN SDG and ESG was particularly impactful.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n \u003ch2\u003eExtracts with interpretations:\u003c/h2\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;Learning about sustainable development helped me to think about how my decision I make today will have an effect in the future\u0026rdquo;\u003c/em\u003e it \u003cem\u003e\u0026ldquo;shocked me to learn\u0026rdquo;\u003c/em\u003e that \u003cem\u003e\u0026ldquo;I need to change\u0026rdquo;.\u003c/em\u003e Students indicated that the module helped them raise their awareness and appreciate SD enabling them to conceptualise the \u0026ldquo;\u003cem\u003eimportance of creating change\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;questioning and pointing out the actions of others\u0026rdquo;.\u003c/em\u003e Understanding the importance of \u003cem\u003e\u0026ldquo;balance between making changes without compromising the future\u0026rdquo;\u003c/em\u003e and that we need to make a \u003cem\u003e\u0026ldquo;positive impact\u0026rdquo;\u003c/em\u003e on the world.\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e\u003cstrong\u003e5. Emotional Helplessness and Hope\u003c/strong\u003e\u003c/p\u003e\n \u003c/span\u003e\n \u003cp\u003eWe noted that students initially had limited awareness of the challenge SD, often feeling surprised or overwhelmed by the scale of the issue. However, as they engaged with the material and futures tools, they became more aware of the importance of a proactive moral growth mindset, seeing beyond their \u0026ldquo;life space\u0026rdquo; (Marrow, 1969). This encouraged them to take a positive empowered interest in SD.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\n \u003ch2\u003eExtracts with interpretations:\u003c/h2\u003e\n \u003cp\u003eThe module raised awareness of global challenges, promoting some personal change and transition (K\u0026uuml;bler-Ross, 1970). Many initially felt powerless and guilty, realising their contributions to the challenges \u0026ldquo;\u003cem\u003eI felt that I\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecouldn\u0026rsquo;t do much\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e, \u003cem\u003e\u0026ldquo;felt\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003epowerless\u003c/span\u003e \u003cem\u003e\u0026hellip; and\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eguilty\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e and \u0026ldquo;\u003cem\u003eI\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eoverlooked\u003c/span\u003e\u0026rdquo; how my action \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003econtributed\u003c/span\u003e \u003cem\u003etowards these problems\u0026rdquo;\u003c/em\u003e. However, students expressed that \u003cem\u003e\u0026ldquo;futures made me\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003efeel hopeful\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e recognising how \u0026ldquo;\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003emy actions today\u003c/span\u003e\u0026rdquo; could create meaningful change, taking the right actional choices.\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e\u003cstrong\u003e6. Futures Thinking and Strategic Planning\u003c/strong\u003e\u003c/p\u003e\n \u003c/span\u003e\n \u003cp\u003eStudents acknowledge the benefits of futures and scenario planning for developing insightful foresight. This helped them evaluate multiple futures, understand plausible implications, and adapt to promote effective change. Emphasis was placed on using futures to challenge assumptions, build resilience and agility and seize opportunities.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\n \u003ch2\u003eExtracts with interpretations:\u003c/h2\u003e\n \u003cp\u003eStudents recognized that future tools had significance for strategic planning and that it could help in planning their career path. \u003cem\u003e\u0026ldquo;Foresight planning \u0026hellip; works for me when\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecreating a career path plan for my own future\u003c/span\u003e. Insights were demonstrated as to the value of scenario and plausible future thinking and that \u0026ldquo;\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003escenario\u003c/span\u003e\u003cem\u003e-based futures\u003c/em\u003e\u0026rdquo; help to use the \u0026ldquo;\u003cem\u003efutures tools to\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003egive structure\u0026rdquo;\u003c/span\u003e to \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecomplex thinking and problem solving\u003c/span\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e\n \u003cp\u003eFurther they gained some insight into \u0026ldquo;\u003cem\u003ethe\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eimpact\u003c/span\u003e \u003cem\u003ethat\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003elack of foresight\u003c/span\u003e \u003cem\u003ecan have on a plan\u0026rdquo;\u003c/em\u003e and the significance in both contributing to actively addressing the challenges of sustainable development and taking control of their \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eown career planning\u003c/span\u003e\u003cem\u003e\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e\u003cstrong\u003e7. Shock Lack of Awareness Greenwash\u003c/strong\u003e\u003c/p\u003e\n \u003c/span\u003e\n \u003cp\u003eMany students described their newfound awareness as a real \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eeye opener\u0026rdquo;\u003c/span\u003e, and how \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003edetrimental\u003c/span\u003e \u003cem\u003e[it was] \u0026hellip; to the\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003eenvironment\u003c/span\u003e \u003cem\u003eand\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003esociety\u0026rdquo;\u003c/span\u003e. They appeared more critical of corporate behaviour, helping them to \u0026ldquo;\u003cem\u003erecognise that many\u003c/em\u003e \u003cspan type=\"ItalicUnderline\" class=\"ItalicUnderline\" name=\"Emphasis\"\u003ecompanies are not what they say they are\u003c/span\u003e\u003cem\u003e\u0026rdquo;.\u003c/em\u003e They highlighted the challenges of media and disinformation and the need to scrutinise messages and sources. Additionally, they acknowledged a greater awareness of subtle biases in communications and the risk of self-imposed filter bubbles, which can lead to polarisation and hinder mutual understanding.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\n \u003ch2\u003eAnalysis\u003c/h2\u003e\n \u003cp\u003eOur findings feature the significance of seven superordinate themes particularly the significance of \u003cem\u003epersonal growth responsibilit\u003c/em\u003ey and importance of giving time and space for \u003cem\u003ereflective thinking\u003c/em\u003e and the value of \u003cem\u003efutures tools\u003c/em\u003e and \u003cem\u003esystems thinking\u003c/em\u003e to help develop greater \u003cem\u003estrategic foresight\u003c/em\u003e when evaluating understand dynamic and complexity issues having particular relevance to enhancing their awareness regarding the challenges of sustainable development. Other themes such as having some understanding of the power of culture and the challenges of deeply embedded and often hidden paradigms and how these impact on change and personal transition. Students some part experience degrees of \u003cem\u003esurprise or shock\u003c/em\u003e at both the significance of the global crisis and challenges we face but also their \u003cem\u003elack of awareness\u003c/em\u003e prior to the modules some acknowledge initial feelings of helplessness however, gaining a greater understanding of the benefits and use of tools and how they can also change their own behaviours gave them greater \u003cem\u003ehope\u003c/em\u003e, for example the cone of plausibility (Hancock and Bezold, 1994) suggesting a range of alternative futures: possible, preferred, probable and plausible.\u003c/p\u003e\n \u003cp\u003eOur findings highlight the significance of the seven superordinate themes developed during the study (see Table \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e) which we map to UNESCO competencies (Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e), to demonstrate the insights gleaned and shared by second year students highlighting their progressive development across a range of disciplines. Whilst we highlight 12 tools that can be used as a foresight tool, we did suggest a prescribed path of development which the vast majority of students followed. Some students add an additional tool or in some cases switch the occasional tool. Overall, we found the more formal process worked well particularly as the students were very new to futures and foresight and that they were learning a range of complex concepts and models throughout the modules including the challenges of sustainable development, system thinking, reflection (and the Gibbs Cycle, (1988)). Reflective statements were a useful feedback device particularly when combined with the Moral Matrix help hone students\u0026apos; understanding of where they stood on SD, their personal responsibility, relevance and willingness in promoting and even championing sustainable development practices.\u003c/p\u003e\n \u003cp\u003eThe seminars enabled students to progressively apply the tools to the case study taking them step by step providing a logical follow through process. This support and focus on the practical working of the tool enabled them to bring down the key issues and to see through complexity and acknowledge the challenges they faced and suggest possible solutions to the problems.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eIndicative Mapping of Key Themes identified from the students\u0026rsquo; reflections to the Cross-cutting Interrelated Sustainability Competencies\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eUN\u0026rsquo;s Cross-cutting Interrelated Sustainability Competencies/Themes\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePersonal Growth Responsibility and Reflective Thinking\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eComplexity and systems thinking\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCulture \u0026amp; value shift, \u0026ndash; change \u0026amp; values\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSustainability \u0026amp; environmental awareness\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEmotional Helplessness and Hope\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eFutures Thinking and Strategic Planning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eShock Lack of Awareness Greenwash\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSystems thinking:\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ex\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ex\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ex\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ex\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAnticipatory\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eNormative\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrategic\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eCollaboration\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eCritical thinking\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-awareness\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntegrated problem-solving\u003c/strong\u003e:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eWe further found the sequence of assessment progressively built student capabilities, beginning with a group presentation applying futures tools to explore a case, followed by an individual assignment and personal reflection, providing a coherent learning cycle. Prescribing the core steps in futures and foresight projects help students grasp complexity, integrate additional tools, and refine their work. This structured approach enabled quick progression, fostering proficiency in tool application without assuming a universal solution.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe findings reveal noteworthy personal growth amongst students including a heightened awareness and application of a range of concepts and tools aligned with the UN\u0026rsquo;s Cross-cutting Interrelated Sustainability Competencies. This promoted their professional and environmental efficacy. Tools such as systems thinking, strategic insights, mental models and futures tools, alongside the complex challenges of Environmental, Social and Governance (ESG) key to support sustainable development. The module applied nature help students progressively build their skills and understanding to complete a successful case study. The prescribed class-base process encouraged students\u0026rsquo; engagement, buy-in and progress fostering confidence and foresight proficiency enhancing their problem-solving skills. Students were also encouraged to modify their approach and apply other tools to suit their needs, refining their research and analysis.\u003c/p\u003e\u003cp\u003eCombining futures tools, Moral Mindset Matrix (MMM) with reflective practice significantly enhanced students\u0026rsquo; self-awareness, problem-solving abilities and a more focused growth mindset. Students first applied MMM to corporate case studies, on issues such as corporate greenwashing and institutionalised myopic mindsets, they then applied the MMM for a personal introspective reflective exploration for their own personal and professional development in context to sustainability and regeneration. This process fostered a critical, values driven approach, enabling students to articulate an informed perspective SD, whilst developing and valuing transversal skills that shape perception, goal setting and wellbeing (Zhao et al., 2021). The process also reinforces moral integrity and adaptability in the interconnected VUCA world (Dweck \u0026amp; Yeager, 2019) reinforcing the UN\u0026rsquo;s Sustainability Competencies.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration:\u003c/strong\u003e The Research was Not Fund\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConfirmation of Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe confirm that each author has made substantial contributions to the conception and design of the work, including the acquisition, analysis, or interpretation of data and drafting of the manuscript. Each author has also reviewed and approved the submitted version, and we agree to be personally accountable for their own input.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, each author is committed to ensuring that any concerns regarding the accuracy or integrity of any aspect of the work, including areas outside their direct involvement, are appropriately investigated, addressed, and documented.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe also note that all authors use their university e-mail address and have added as comment in the Author Contributions Statement: We confirm all authors are employees or students at our university.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConfirmation of Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe confirm that each author has made substantial contributions to\u003c/p\u003e\n\u003cp\u003e· The conception and design of the work, NB, JG, BD DA and TZ\u003c/p\u003e\n\u003cp\u003e· Acquisition, NB, BD DA and TZ\u003c/p\u003e\n\u003cp\u003e· Analysis/interpretation of data NB, JG, BD DA and TZ\u003c/p\u003e\n\u003cp\u003e· Drafting of the manuscript NB, BD DA and TZ\u003c/p\u003e\n\u003cp\u003e· Review of manuscript TZ, DA and JG\u003c/p\u003e\n\u003cp\u003e· Each author has also reviewed and approved the submitted version, and we agree to be personally accountable for their own input.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eBandura A (1977). 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Growth mindset of socioeconomic status boosts subjective well-being: a longitudinal study. \u003cem\u003ePers Individ Differ.\u003c/em\u003e 168:110301. doi:10.1016/j.paid.2020.110301\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Futures, Sustainable Development, Transversal Skills, Systems Thinking, Mental Models, Higher Education","lastPublishedDoi":"10.21203/rs.3.rs-7047513/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7047513/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eHigher education institutions (HEIs) are vital in promoting sustainability by embedding sustainable development (SD) into their curricula, equipping future leaders with critical thinking skills to envision and implement positive changes. In alignment with UNESCO's Education for Sustainable Development (ESD), our “Futures Focused Management for Sustainability” module fosters innovative, systems-based, and futures-oriented thinking. \u0026nbsp;It challenges narrow perspectives, encouraging students to embrace ethics, responsibility, and mindset transformation for sustainable practice by understanding long-term impacts.\u003c/p\u003e\n\u003cp\u003eThe module integrates ‘futures’ tools within a step-by-step framework, allowing flexibility to incorporate additional methods while addressing complex, real-world challenges. The Moral Mindset Matrix (Triple M) tool supported critical reflection on corporate sustainability and personal values, fostering students’ growth as sustainability-oriented professionals on our undergraduate module. Using an action research approach, and Braun and Clarke’s (2007) reflexive thematic analysis of reflective assignments from 37 participants revealed heightened self-awareness, systems thinking, and anticipatory skills, reinforcing transversal competencies critical for addressing sustainability issues.\u003c/p\u003e\n\u003cp\u003eThe approach appeared to deepen students’ understanding of SD principles, the SDGs, and the complexities of sustainable management practices, including power dynamics and stakeholder interests. By fostering a critical, transdisciplinary mindset, the module helps student to make informed, impactful contributions to society, encouraging reflection on their values and responsibility as sustainable citizens strengthening professional development.\u003c/p\u003e","manuscriptTitle":"Harnessing Futures Thinking: Fostering Moral Foresight and Imagination in Higher Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-31 12:00:43","doi":"10.21203/rs.3.rs-7047513/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-16T16:39:11+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-19T16:12:10+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-10T20:56:06+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-07T23:19:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"21205789512629168651113531576673366767","date":"2025-11-26T09:36:32+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"88304108437684207520462428914496451013","date":"2025-11-24T08:34:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"20759239833159601057111106133113274708","date":"2025-11-23T11:34:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"250242702466724366935712508661677958695","date":"2025-11-15T08:36:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"82832476275566771855242312438025837048","date":"2025-11-08T07:23:46+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-10-21T00:32:29+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-10-15T23:52:40+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-10-15T15:12:24+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-02T15:59:56+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-10-02T15:56:38+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"c34d0508-99a1-4136-80eb-c94b5756cd3e","owner":[],"postedDate":"October 31st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":57189312,"name":"Social science/Education"},{"id":57189313,"name":"Social science/Environmental studies"},{"id":57189314,"name":"Business and commerce/Information systems and information technology"},{"id":57189315,"name":"Humanities/Philosophy"},{"id":57189316,"name":"Social science/Science technology and society"}],"tags":[],"updatedAt":"2026-04-21T16:23:20+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-31 12:00:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7047513","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7047513","identity":"rs-7047513","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}