Awareness and Leadership Capacity for Futures Thinking in Philippine Higher Education: A Correlational Study of NEMSU Leaders

Awareness and Leadership Capacity for Futures Thinking in Philippine Higher Education: A Correlational Study of NEMSU Leaders | 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 Research Article Awareness and Leadership Capacity for Futures Thinking in Philippine Higher Education: A Correlational Study of NEMSU Leaders Maria Lady Sol Suazo, Nemesio Loayon, Rolly Salvaleon, Florife Urbiztundo, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8346054/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Higher education institutions operate in uncertain environments that require leaders to anticipate change and integrate futures thinking into governance. This study examined awareness, leadership capacity, and institutional conditions shaping futures thinking at North Eastern Mindanao State University (NEMSU), addressing the limited empirical evidence on foresight readiness in Philippine higher education. A descriptive–correlational survey of 179 academic and administrative leaders from multiple campuses used a validated questionnaire on awareness of futures thinking, leadership capacity across five foresight-related dimensions, perceived institutional barriers, and strategies supporting foresight; data were analyzed using descriptive statistics, Pearson’s correlation, and one-way ANOVA. Results showed moderate awareness of futures thinking concepts and tools but high leadership capacity in visionary leadership, environmental scanning, strategic planning, innovation and creativity, and collaborative foresight. Awareness and leadership capacity were strongly and positively correlated, while capacity did not differ significantly by age, gender, position, or years of service, although awareness and selected capacity dimensions varied across role groups. Respondents reported that strategies to support futures thinking were practiced often yet identified moderate barriers related to training, resources, and organizational culture. The study provides an initial systematic assessment of futures thinking readiness in a Philippine state university and offers evidence to inform leadership development, resource allocation, and the institutionalization of anticipatory governance in higher education. futures thinking strategic foresight leadership capacity futures literacy environmental scanning innovation higher education organizational readiness NEMSU anticipatory governance Figures Figure 1 1. Introduction Higher education institutions (HEIs) today operate in environments characterized by accelerating technological disruptions, demographic shifts, geopolitical uncertainty, and rapidly changing labor market demands. These conditions increasingly require university leaders to anticipate emerging trends and prepare their institutions for multiple possible futures rather than relying on traditional linear planning models (Hadridge, 2008 ; Supporting Decision Making with Strategic Foresight, 2023). Futures thinking and strategic foresight-approaches that emphasize scanning signals of change, envisioning alternative scenarios, and aligning organizational strategies with long-term possibilities-are now recognized globally as essential competencies for higher education governance (Rohrbeck & Kum, 2018 ; Zumbrunn, 2023 ). By encouraging proactive rather than reactive leadership, these approaches help universities strengthen resilience, institutional agility, and innovation capacity. Leadership decision-making under uncertainty requires a balanced integration of intuitive judgment and analytical reasoning, a dynamic emphasized in recent Administrative Sciences research (Hallo & Nguyen, 2021 ). Similarly, transformational leadership has been shown to influence institutional adaptability during periods of crisis and rapid change (Yücel, 2021 ), reinforcing the need for higher education leaders to develop foresight capabilities. Despite international recognition of its importance, the integration of futures thinking in higher education remains uneven. Empirical reviews show that many academic leaders possess general awareness of futures concepts but limited exposure to structured foresight tools such as horizon scanning, scenario development, and trend analysis (Kononiuk et al., 2021 ; Vecchiato, 2019 ). In many developing countries, foresight practices are further constrained by operational priorities, resource limitations, and organizational cultures that emphasize short-term problem solving over long-term visioning (Boufounou & Argyrou, 2022 ; Carvalho et al., 2021 ). Initial studies argue that without sustained investments in foresight literacy and leadership capability, universities risk being unprepared for disruptions related to digital transformation, regional volatility, economic shifts, and evolving student needs (Pandya et al., 2023 ; Veletsianos et al., 2024 ). In the Philippines, futures thinking is gaining recognition following national initiatives encouraging anticipatory governance and long-term policy alignment. The Commission on Higher Education (CHED) has increasingly emphasized institutional resilience, strategic innovation, and forward-looking leadership in its quality assurance frameworks. However, scholarly investigations into futures thinking within Philippine HEIs remain limited. Existing literature focuses primarily on digital readiness, crisis management, or strategic planning, without examining leaders’ actual levels of foresight awareness and capacity (St. John, 2023 ; Tanucan et al., 2023 ). As a result, little is known about how university leaders understand futures thinking, how prepared they are to use foresight tools, and what institutional barriers constrain foresight adoption in state universities. North Eastern Mindanao State University (NEMSU), a multi-campus institution situated in a region marked by rapid socio-economic transformation, provides a compelling context for examining foresight readiness. The university operates in an environment shaped by infrastructure expansion, environmental vulnerability, cultural diversity, and evolving regional development priorities. Understanding the foresight literacy and leadership capacity of NEMSU’s academic and administrative leaders is critical for designing long-term strategies, improving institutional resilience, and ensuring responsiveness to future societal needs. Yet, no empirical study has been conducted to assess the extent of futures thinking awareness, leadership capacity, and perceived institutional conditions influencing foresight integration in NEMSU. This gap presents an important opportunity to evaluate whether leaders possess the competencies and organizational support necessary to embed foresight into university governance. To address this gap, the present study examines: the profile of the respondents; the awareness of futures thinking concepts and foresight tools among NEMSU leaders; their leadership capacity across key foresight dimensions; the relationship between awareness and leadership capacity; differences in awareness and capacity across demographic groups; and institutional barriers and strategies affecting foresight implementation. By analyzing these elements, the study contributes empirical evidence to support policy development, capacity-building programs, and the institutionalization of futures-oriented leadership within Philippine higher education. The findings also extend the literature on foresight readiness in developing-country HEIs, providing insights relevant to global discussions on anticipatory governance and educational transformation. 2. Literature Review 2.1. Conceptual Framework Futures thinking involves the deliberate examination of possible, probable, and preferred futures to support informed decision-making and strategic planning. It focuses on identifying emerging trends, understanding uncertainties, and preparing institutions to adapt to shifting environments. Scholars describe futures thinking as a systematic cognitive process that enables organizations to anticipate change and strengthen long-term resilience (Hadridge, 2008 ; Rohrbeck & Kum, 2018 ). In higher education, futures thinking supports leaders in envisioning institutional directions and aligning actions with long-term priorities. Recent studies also highlights the role of leadership in enabling organizations to anticipate technological and societal shifts, particularly in digitally transforming environments (Sacavém et al., 2025 ). These works emphasize that strategic foresight becomes effective when leaders possess both the cognitive and relational capacities needed to interpret emergent trends and mobilize their institutions accordingly. Strategic foresight builds on futures thinking by offering structured tools and methods for analyzing external environments and exploring multiple future scenarios. Foresight approaches such as horizon scanning, scenario development, and trend analysis help leaders identify risks, opportunities, and drivers shaping the future (Vecchiato, 2019 ). These methods encourage leaders to move from reactive decision-making toward proactive and anticipatory governance. As universities face complex and fast-changing landscapes, strategic foresight provides a structured framework for guiding innovation, planning, and institutional transformation. Leadership capacity in futures thinking encompasses the knowledge, skills, and practices required to engage in long-term planning and anticipatory decision-making. Key dimensions of capacity include visionary leadership, environmental scanning, strategic planning, innovation and creativity, and collaborative foresight (Markmann et al., 2021a ; Zumbrunn, 2023 ). Visionary leadership involves articulating clear future-oriented goals, while environmental scanning focuses on interpreting signals of change. Strategic planning ensures alignment between institutional goals and external developments. Innovation and creativity enable leaders to design adaptive solutions, and collaborative foresight highlights the importance of shared perspectives and collective sense-making. Figure 1 presents the conceptual framework guiding the study. Figure 1 illustrates how respondents’ demographic characteristics, awareness of futures thinking, and perceived barriers function as independent variables that may influence leadership capacity in futures thinking and strategic foresight. The framework assumes that higher awareness and fewer institutional barriers contribute to stronger leadership capacity, supporting more proactive and future-ready governance within the university. 2.2. Theoretical Framework This study is anchored on theories that explain how leaders anticipate change, make strategic decisions, and guide organizations in uncertain environments. Futures thinking and strategic foresight are grounded in the idea that leaders must understand emerging trends and uncertainties to prepare institutions for multiple possible futures. Three theories inform the structure and direction of this study: Futures Literacy Theory, Transformational Leadership Theory, and Strategic Foresight Theory. Futures Literacy Theory as stated in the study of Calnan ( 2022 ) emphasizes the ability of individuals to understand, imagine, and use the future to inform present action. It suggests that awareness of futures concepts and tools enhances one’s ability to anticipate change and respond proactively. This theory supports the study’s focus on leaders’ awareness of futures thinking as a critical component influencing their capacity to engage in foresight-related practices. Higher futures literacy enables leaders to interpret signals of change, explore alternative scenarios, and make informed strategic decisions. Transformational Leadership Theory highlights leaders’ roles in inspiring vision, fostering innovation, and motivating others toward organizational development (Bass, 1995 ). It provides a foundation for understanding how visionary leadership, innovation, collaboration, and strategic planning function as dimensions of leadership capacity in futures thinking. Transformational leaders are often future-oriented, willing to explore emerging possibilities, and capable of guiding teams through uncertainty. This theory therefore supports the study’s examination of leadership capacity as a multidimensional construct influencing the practice of foresight. Strategic Foresight Theory provides the practical orientation for this study by describing how organizations use structured tools such as horizon scanning, trend analysis, and scenario planning to explore long-term changes and prepare for alternative futures (Rohrbeck & Kum, 2018 ; Vecchiato, 2019 ). The theory explains how institutional systems, resource allocation, training, and organizational culture affect leaders’ ability to apply foresight processes effectively. It also supports the inclusion of institutional barriers and strategies as factors shaping leadership capacity in foresight. Together, these theories explain how awareness, leadership capacity, and institutional conditions interact to influence the integration of futures thinking in higher education. They guide the formulation of the study’s variables and relationships as presented in the conceptual framework. 2.3. Empirical Review of Related Literature 2.3.1. Awareness of Futures Thinking Studies in higher education and public institutions show that futures thinking supports leaders in anticipating change and preparing for long-term developments. Awareness of futures concepts enhances an organization's ability to interpret uncertainties and align planning with future conditions (Carvalho et al., 2021 ; Jarni & Gurr, 2024a ). Leaders with higher futures literacy tend to engage more actively in identifying emerging issues and considering multiple alternative futures (Westover, 2025 ). However, many leaders understand the general principles of futures thinking but lack deeper awareness of its components and applications, especially in resource-constrained environments. Comparable patterns were reported where leadership awareness and institutional cognition were shown to shape organizational resilience, particularly in emerging economies and resource-constrained settings (García-Vidal et al., 2025 ). These findings reinforce the idea that awareness functions as a precursor for strategic foresight adoption. 2.3.2. Use of Foresight Tools and Methods Research indicates that operational use of foresight tools remains limited in many institutions. Kononiuk et al. ( 2021 ) note that while leaders recognize the strategic importance of foresight, they seldom apply structured methods such as scenario planning, horizon scanning, or systems analysis. Similar trends appear in education systems where conceptual understanding exceeds methodological proficiency (Vecchiato, 2019 ). This gap between concept and practice suggests the need for training and institutional support that enables consistent application of foresight tools. 2.3.3. Relationship Between Awareness and Leadership Capacity Several studies highlight a positive link between awareness of futures thinking and leadership capacity. Leaders who understand foresight frameworks tend to demonstrate stronger visioning, innovation, and strategic planning capabilities (Zumbrunn, 2023 ). Hijazin et al. ( 2023 ) found that exposure to foresight concepts improves leaders’ ability to manage uncertainty and design long-term strategies. Empirical findings across sectors reinforce that awareness serves as a foundation for building foresight capacity and enabling leaders to think creatively about future possibilities. 2.3.4. Leadership Capacity for Futures Thinking Leadership competency varies across organizational roles and responsibilities. Senior leaders often exhibit higher capacities for environmental scanning, strategic planning, and collaborative foresight due to their involvement in decision-making and policy development (Markmann et al., 2021b ). Utkin et al. ( 2021 ) emphasizes that capacity is shaped by both individual skill and organizational culture, where shared vision and cooperation strengthen foresight practices. This suggests that leadership capacity is influenced by experience, role expectations, and institutional support mechanisms. 2.3.5. Barriers to Foresight Integration Empirical studies consistently identify barriers such as inadequate resources, lack of training, and institutional resistance as obstacles to adopting futures thinking. Philippine universities, in particular, face challenges related to workload, limited time for strategic activities, and organizational inertia (Tanucan et al., 2023 ). Supporting Decision Making with Strategic Foresight (2023) reports that many institutions lack systematic processes for scanning and sense-making, resulting in fragmented planning practices. These barriers highlight the importance of leadership support, resource allocation, and capacity-building to ensure successful implementation of foresight practices. In the context of higher education institutions, recent research similarly identifies governance constraints, limited research management capacity, and insufficient strategic support as critical barriers to institutional development (Pacheco et al., 2025 ). These findings align with the challenges observed in Philippine HEIs where foresight practices remain emergent. The empirical literature shows consistent patterns: awareness influences leadership capacity; institutions benefit from structured foresight tools; and barriers limit foresight adoption in many higher education settings. These findings provide the empirical basis for examining how leaders at NEMSU understand and apply futures thinking within the context of Philippine higher education. 3. Materials and Methods 3.1. Research Design This study employed a descriptive–correlational research design to examine the relationship between leaders’ awareness of futures thinking, their leadership capacity, and the barriers influencing foresight implementation at North Eastern Mindanao State University. This design was appropriate for identifying existing conditions and determining associations among variables without manipulating any factors (Creswell & Creswell, 2018). The approach also allowed for the comparison of awareness and capacity levels across demographic groups. 3.2. Respondents and Sampling Procedure The respondents consisted of 179 academic and administrative leaders from the different campuses of NEMSU. These included faculty members, administrative personnel, department heads, and senior management officials. A purposive sampling technique was used to select individuals who held formal or functional leadership roles and were directly involved in planning, supervision, or decision-making activities. Participation was voluntary, and all respondents met the inclusion criteria set for the study. 3.3. Research Instrument Data were collected using a structured questionnaire composed of five sections: (a) demographic profile, (b) awareness of futures thinking, (c) leadership capacity, (d) perceived barriers, and (e) strategies for strengthening foresight. The awareness and capacity scales were adapted from existing literature on futures thinking and strategic foresight to ensure content relevance (Hines et al., 2024 ). Items were measured using a four-point Likert scale, where higher scores reflected higher awareness or stronger leadership capacity. The questionnaire underwent expert validation to ensure clarity, relevance, and alignment with the study objectives. 3.4. Validity and Reliability The instrument was reviewed by experts in educational leadership, futures thinking, and research methodology. Their comments were incorporated to improve clarity and ensure that each item aligned with the theoretical and empirical foundations of the study. A pilot test was conducted prior to data collection. Reliability results indicated high internal consistency across the major constructs, with Cronbach’s alpha values exceeding the acceptable threshold of .80 (Saputra, 2025 ). 3.5. Data Collection Procedure Data were gathered during the second semester of the academic year, following approval from the university administration. Respondents were invited through official communication channels, and questionnaires were administered both online and in printed format to ensure accessibility. All participants provided informed consent, and confidentiality was maintained throughout the process. Completed questionnaires were screened for completeness before being included in the analysis. 3.5. Data Analysis Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to summarize the demographic profile, awareness levels, leadership capacity, and perceived barriers. Pearson’s correlation analysis examined the relationship between awareness and leadership capacity. One-way ANOVA was employed to determine significant differences in awareness and capacity across demographic groups. All analyses were performed using standard statistical software, with a significance level set at p < .05. 3.6. AI Assistance Disclosure Descriptive The authors used AI-assisted tools, including Grammarly for grammar refinement, QuillBot for rephrasing, and Hemingway Editor for readability enhancement, solely to improve the clarity and presentation of the manuscript. All substantive ideas, research procedures, analyses, and conclusions are entirely the author’s own work, and she assumes full responsibility for the accuracy and integrity of the study. 4. Results 4.1. Profile of the Respondents The study gathered demographic information from the respondents to understand their distribution across age, gender, role, and years of service. This information provides context for interpreting subsequent analyses on awareness and leadership capacity in futures thinking. Table 1 presents the demographic characteristics of the 179 academic and administrative leaders who participated in the study. Table 1 Profile of the Respondents. Age Indicator Frequency Percent (%) Rank 21–29 years old 15 8% 3 30–39 years old 48 27% 2 40–49 years old 116 65% 1 Total 179 100% Gender Female 116 65% 1 Male 63 35% 2 Transgender 0 0 Other, please specify 0 0 Prefer not to say 0 0 Total 179 100% Role or position Faculty 99 55% 1 Administrative Staff 45 25% 2 Department Head 21 12% 3 Senior Management/Leadership Position 14 8% 4 Total 179 100% Years in Service Less than 1 year 6 3% 5 1–3 years 23 13% 3 4–6 years 14 8% 4 7–10 years 43 24% 2 More than 10 years 93 52% 1 Total 179 100% Most respondents were between 40–49 years old (65%), followed by those aged 30–39 years (27%), while only 8% were aged 21–29 years. In terms of gender, 65% were female and 35% were male, with no respondents identifying under other gender categories. Regarding institutional roles, faculty members comprised 55% of the sample, followed by administrative staff (25%), department heads (12%), and senior management personnel (8%). Years of service varied, with more than half (52%) serving for over 10 years, and smaller proportions with 7–10 years (24%), 1–3 years (13%), 4–6 years (8%), and less than 1 year (3%). Overall, the demographic profile reflects a leadership workforce that is predominantly mid-career to senior in age, largely female, faculty-oriented, and composed mostly of long-tenured personnel. 4.2. Level of Awareness of Futures Thinking The study assessed the respondents’ level of awareness regarding key aspects of futures thinking and foresight tools. This was measured across five dimensions: purpose of foresight tools, concept and significance, future thinking and planning processes, application and accessibility, and implementation in strategic planning. Table 2 presents the summary of awareness levels among the 179 respondents. Table 2 Level of awareness among leaders in North Eastern Mindanao State University. Indicators Weighted Mean Verbal Interpretation Purpose of Foresight tools 3.482 Moderately Aware Concept & Significance 3.556 Moderately Aware Future Thinking & Planning Processes 3.604 Moderately Aware Application of Accessibility 3.502 Moderately Aware Implementation 3.587 Moderately Aware Over-all Mean 3.546 Moderately Aware The results show that respondents demonstrated moderate awareness across all five dimensions, with an overall mean of 3.546. The highest awareness was reported in Future Thinking and Planning Processes (M = 3.604), followed by Implementation (M = 3.587) and Concept and Significance (M = 3.556). Awareness of the Purpose of Foresight Tools (M = 3.482) and Application and Accessibility (M = 3.502) were the lowest, though still within the moderate range. The narrow variation across dimensions indicates that awareness is evenly distributed among leaders, suggesting a consistent but developing understanding of futures thinking. These findings show that while respondents recognize the general concepts of foresight, operational and tool-based awareness remains at a moderate level. 4.3. Leadership Capacity in Futures Thinking and Strategic Foresight The study evaluated the respondents’ leadership capacity in futures thinking across five dimensions: visionary leadership, environmental scanning, strategic planning, innovation and creativity, and collaborative foresight. These indicators provide an overview of how well NEMSU leaders can engage in anticipatory and future-oriented decision-making. Table 3 presents the summary of capacity levels. Table 3 Level of capacity in future thinking and strategic foresight among leaders in North Eastern Mindanao State University. Indicators Weighted Mean Verbal Interpretation Visionary Leadership 3.864 High Environmental Scanning 3.679 High Strategic Planning 3.825 High Innovation and Creativity 3.789 High Collaborative Foresight 3.809 High Over-all Mean 3.793 High The results show that respondents reported high capacity across all five dimensions. The highest mean score was observed in Visionary Leadership (M = 3.864), followed closely by Strategic Planning (M = 3.825) and Collaborative foresight (M = 3.809). Innovation and Creativity (M = 3.789) and Environmental Scanning (M = 3.679) also reflected high levels of capacity, though slightly lower than the other indicators. Overall, the findings suggest that NEMSU leaders possess strong foundational competencies in strategic foresight, particularly in planning, envisioning future directions, and applying innovative approaches. The consistently high ratings across dimensions indicate that leaders perceive themselves as capable of integrating future-oriented thinking into institutional processes. 4.4. Relationship Between Respondents’ Profile and Leadership Capacity The study examined whether respondents’ demographic characteristics-age, gender, position, and years of service-were related to their capacity in futures thinking and strategic foresight. This analysis was conducted to determine whether individual factors influenced competencies across the five capacity dimensions. Table 4 presents the correlation results. Table 4 Significant relationship between the profile and the current level of capacity in future thinking. Variables Tested Computed r P-value Decision Conclusion Visionary Age 0.042 0.578 Failed to reject Ho Not Significant Gender 0.012 0.878 Failed to reject Ho Not Significant Position 0.132 0.077 Failed to reject Ho Not Significant Yrs in Service 0.052 0.490 Failed to reject Ho Not Significant Environmental Scanning Age 0.047 0.530 Failed to reject Ho Not Significant Gender 0.069 0.359 Failed to reject Ho Not Significant Position 0.115 0.126 Failed to reject Ho Not Significant Yrs in Service 0.070 0.350 Failed to reject Ho Not Significant Strategic Age 0.035 0.638 Failed to reject Ho Not Significant Gender 0.070 0.353 Failed to reject Ho Not Significant Position 0.096 0.199 Failed to reject Ho Not Significant Yrs in Service 0.041 0.588 Failed to reject Ho Not Significant Innovation Age 0.065 0.388 Failed to reject Ho Not Significant Gender 0.051 0.500 Failed to reject Ho Not Significant Position 0.098 0.193 Failed to reject Ho Not Significant Yrs in Service 0.062 0.412 Failed to reject Ho Not Significant Collaboration Age 0.061 0.420 Failed to reject Ho Not Significant Gender 0.120 0.111 Failed to reject Ho Not Significant Position 0.016 0.830 Failed to reject Ho Not Significant Yrs in Service 0.046 0.539 Failed to reject Ho Not Significant The findings show no significant relationships between any demographic variable and the five dimensions of leadership capacity. All correlation coefficients were low (r = 0.012–0.132) and all p-values exceeded the 0.05 significance level. This indicates that age, gender, institutional role, and length of service did not influence respondents’ levels of visionary leadership, environmental scanning, strategic planning, innovation and creativity, or collaborative foresight. Overall, the results suggest that leadership capacity in futures thinking is uniformly distributed across the different demographic groups, with no specific profile demonstrating higher or lower capacity based on these characteristics. 4.5. Relationship Between Awareness and Leadership Capacity This section examined the relationship between respondents’ awareness of futures thinking and their leadership capacity in strategic foresight. Five awareness dimensions were correlated with five capacity dimensions to determine whether higher awareness is associated with greater foresight-related competencies. Table 5 presents the correlation results. Table 5 The significant relationship between the level of awareness and the current capacity in future thinking and strategic foresight among leaders in NEMSU. Variables Tested Computed r P-value Decision Conclusion Visionary Purpose 0.440 0.000 Reject Ho Highly Significant Concept 0.446 0.000 Reject Ho Highly Significant Future Thinking 0.432 0.000 Reject Ho Highly Significant Application 0.592 0.000 Reject Ho Highly Significant Implementation 0.679 0.000 Reject Ho Highly Significant Environmental Purpose 0.424 0.000 Reject Ho Highly Significant Concept 0.434 0.000 Reject Ho Highly Significant Future Thinking 0.474 0.000 Reject Ho Highly Significant Application 0.658 0.000 Reject Ho Highly Significant Implementation 0.682 0.000 Reject Ho Highly Significant Strategic Purpose 0.414 0.000 Reject Ho Highly Significant Concept 0.461 0.000 Reject Ho Highly Significant Future Thinking 0.483 0.000 Reject Ho Highly Significant Application 0.682 0.000 Reject Ho Highly Significant Implementation 0.721 0.000 Reject Ho Highly Significant Innovation Purpose 0.440. 0.000 Reject Ho Highly Significant Concept 0.468 0.000 Reject Ho Highly Significant Future Thinking 0.479 0.000 Reject Ho Highly Significant Application 0.671 0.000 Reject Ho Highly Significant Implementation 0.705 0.000 Reject Ho Highly Significant Collaborative Purpose 0.346 0.000 Reject Ho Highly Significant Concept 0.406 0.000 Reject Ho Highly Significant Future Thinking 0.419 0.000 Reject Ho Highly Significant Application 0.668 0.000 Reject Ho Highly Significant Implementation 0.737 0.000 Reject Ho Highly Significant The results show highly significant positive correlations between all awareness dimensions and all leadership capacity dimensions (p < 0.001). Correlation coefficients ranged from r = 0.346 to r = 0.737, indicating consistently positive associations. Among all indicators, Implementation Awareness showed the strongest correlations across capacity dimensions (r = 0.679–0.737), followed by Application and Accessibility Awareness (r = 0.592–0.682). The other awareness dimensions- Purpose, Concept, and Future Thinking, also demonstrated moderate positive relationships with all five capacity areas. Overall, the findings indicate that respondents with higher awareness of futures thinking concepts and tools also reported higher levels of leadership capacity in futures thinking and strategic foresight. 4.6. Differences in Awareness and Leadership Capacity Across Respondent Groups This section examined whether respondents differed significantly in their levels of awareness of futures thinking and in their leadership capacity across institutional roles. One-way ANOVA was used to compare mean scores for the four respondent groups: faculty members, administrative staff, department heads, and senior management. Table 6 presents the summary of the ANOVA result. Table 6 Significant difference on the capacity and level of awareness as perceived by the different groups of respondents. Dimension F-value p-value Decision CAPACITY Visionary Leadership 2.89 0.037* Significant Environmental Scanning 2.85 0.039* Significant Strategic Planning 1.61 0.189 Not Significant Innovation & Creativity 2.96 0.034* Significant Collaborative Foresight 2.16 0.095 Not Significant AWARENESS Purpose of Foresight Tools 10.47 0.000*** Highly Significant Concept & Significance 6.58 0.000*** Highly Significant Future Thinking & Planning 5.67 0.001** Significant Application & Accessibility 5.23 0.002** Significant Implementation of Foresight 3.60 0.015* Significant As shown in Table 6 the findings show significant differences in three leadership capacity dimensions: Visionary Leadership (F = 2.89, p = 0.037), Environmental Scanning (F = 2.85, p = 0.039), and Innovation and Creativity (F = 2.96, p = 0.034). No significant differences were found in Strategic Planning (F = 1.61, p = 0.189) and Collaborative Foresight (F = 2.16, p = 0.095). For awareness, all five dimensions demonstrated significant group differences. The strongest variations were observed in Purpose of Foresight Tools (F = 10.47, p < 0.001) and Concept and Significance (F = 6.58, p < 0.001). Differences were also significant for Future Thinking and Planning (F = 5.67, p = 0.001), Application and Accessibility (F = 5.23, p = 0.002), and Implementation (F = 3.60, p = 0.015). Overall, the results indicate that awareness levels vary more widely across respondent groups than leadership capacity, with several awareness indicators showing strong statistical differences. 4.7. Differences in Awareness and Leadership Capacity Across Respondent Groups The study assessed the frequency with which respondents engaged in or observed institutional strategies that support the implementation of futures thinking at NEMSU. These strategies reflect practices related to leadership support, training, resource allocation, and organizational routines. Table 7 presents the summary of the responses. Table 7 Strategies and interventions to be developed to enhance the implementation of future thinking. Indicators Mean Adjectival Rating 1. The leaders provide scheduled periods for engaging in futures thinking activities, such as scenario planning sessions and trend analysis. 3.39 Frequently 2. The university allocates funds for acquiring futures thinking tools, accessing expert consultations, and conducting research on emerging trends in Mindanao. 3.62 Often 3. Regular workshops or training sessions enhance your understanding of futures thinking. 3.54 Often 4 Senior leadership demonstrates a commitment to futures thinking and its integration into organizational policies. 3.58 Often 5. We regularly review and refine our approach to integrating futures thinking based on feedback and outcomes. 3.42 Often Over-all Mean 3.51 Often The results show that respondents rated all strategies within the “Often” range, with an overall mean of 3.51. The highest-rated strategy was the allocation of funds for futures thinking tools, expert consultations, and trend-related research (M = 3.62). This was followed by senior leadership demonstrating commitment to integrating futures thinking into organizational policies (M = 3.58) and regular workshops or training sessions (M = 3.54). Respondents also reported that reviewing and refining approaches to integrating futures thinking (M = 3.42) and providing scheduled periods for foresight-related activities (M = 3.39) occurred regularly, though at slightly lower frequencies compared to the other strategies. Overall, the results indicate that key strategies supporting futures thinking are practiced with moderate consistency across the institution, with financial allocation and leadership support being the most frequently observed. 4.8. Strategies and Interventions to Enhance Futures Thinking The study also examined perceived barriers that may hinder the integration of futures thinking within NEMSU. Respondents rated several institutional and behavioral factors that could affect the implementation of foresight practices. Table 8 presents the summary of these responses. Table 8 Primary barriers and challenges. Barriers Mean Adjectival Rating 1. Leaders in North Eastern Mindanao are aware of the concept and benefits of futures thinking in strategic planning and decision-making 3.78 Moderately Aware 2. Sufficient resources (financial, human, and technological) are available to support the implementation of futures thinking practices 3.59 Moderately Aware 3. The organizational culture in North Eastern Mindanao supports and encourages the integration of futures thinking into leadership practices. 3.61 Moderately Aware 4. There is resistance among leaders in North Eastern Mindanao to adopting futures thinking due to concerns about change or uncertainty 3.23 Somewhat Aware 5. Leaders in North Eastern Mindanao receive adequate training and development opportunities in futures thinking methodologies 3.61 Moderately Aware Over-all Mean 3.56 Moderately Aware The results show that respondents were moderately aware of the barriers affecting the adoption of futures thinking, with an overall mean of 3.56. Moderate awareness was reported for the availability of resources to support futures thinking (M = 3.59), the presence of an organizational culture that encourages foresight practices (M = 3.61), and the adequacy of training opportunities (M = 3.61). Respondents also expressed moderate awareness of the general understanding of futures thinking concepts and benefits (M = 3.78). The lowest-rated barrier was resistance to adopting futures thinking due to change or uncertainty (M = 3.23), which fell within the “Somewhat Aware” category. This indicates that while resistance exists, respondents perceived it to be less prominent compared to other institutional factors. Overall, the results suggest that barriers to futures thinking at NEMSU are recognized at a moderate level, particularly in relation to training, resources, and organizational culture. 5. Discussion 5.1 Awareness of Futures Thinking and Foresight Tools The results showed that NEMSU leaders demonstrated a moderate level of awareness across all dimensions of futures thinking and foresight tools. This aligns with the broader literature noting that while futures thinking is increasingly recognized in education, actual awareness of its operational components often remains limited (Carvalho et al., 2021 ; Kononiuk et al., 2021 ). Like Haklay et al. ( 2023 ) observations, leaders tend to understand the general concepts but lack deeper familiarity with specific foresight instruments such as horizon scanning and scenario methodologies. The relatively lower awareness in tool application and accessibility parallels findings by Spaniol ( 2024 ), who emphasizes that effective foresight depends on knowing not only the concepts but also how to use specific methods. The moderate awareness level found in this study also reflects patterns in developing-country institutions, where foresight integration remains emergent due to resource constraints and limited institutional exposure (Jarni & Gurr, 2024). Overall, the results suggest that NEMSU is in the early stages of integrating foresight literacy, with conceptual understanding exceeding methodological proficiency. 5.2 Leadership Capacity in Futures Thinking Leaders reported high capacity across all dimensions, particularly in strategic planning, visionary leadership, and innovation. This finding resonates with research indicating that higher education leaders often possess implicit competencies related to forward-looking decision-making, even without formal foresight training (Utkin et al., 2021 ). Transformational leadership theory supports this result, as leaders who articulate visions and encourage innovation typically develop stronger foresight capacities (Bass, 1995 ; Jiang et al., 2022 ). Evidence supports this relationship, demonstrating that leadership qualities such as visioning, innovation, and adaptability significantly contribute to institutional transformation and long-term strategic alignment (Hallo & Nguyen, 2021 ; Sacavém et al., 2025 ). The relatively lower capacity in environmental scanning is consistent with Hines et al. ( 2024 ) that scanning is the least developed element of higher education foresight practice. Without structured scanning processes, leaders may rely on intuition rather than systematic data analysis. Nevertheless, the consistently high-capacity ratings suggest that NEMSU leaders possess substantial potential for adopting more formalized foresight approaches. 5.3 Relationship Between Awareness and Leadership Capacity The strong positive correlations between awareness and all capacity dimensions indicate that greater understanding of futures thinking is associated with higher perceived competence in foresight-related leadership tasks. This aligns with findings by Hijazin et al. ( 2023 ), who argue that foresight capability depends on both knowledge systems and application competencies. The strongest correlations emerged in implementation and application awareness, suggesting that practical familiarity with using foresight tools contributes more to leadership capacity than conceptual awareness alone. These results also support the idea proposed by (Jarni & Gurr, 2024b ) that futures literacy becomes impactful only when leaders develop hands-on experience. The patterns found in NEMSU reinforce the notion that awareness serves as a foundation for capability, but practical exposure and institutionalized use of tools are crucial for strengthening leadership foresight. 5.4 Differences Across Groups in Awareness and Capacity The ANOVA results showed that awareness levels differed significantly across respondent groups, especially in the purpose and concept of foresight tools. This mirrors studies indicating uneven distribution of foresight literacy across organizational roles, where senior or specialized staff often encounter futures thinking earlier than general personnel (Hines et al., 2024 ). The presence of variations in awareness but fewer differences in capacity suggests that while knowledge levels differ, shared institutional culture may contribute to more uniform perceptions of leadership capability. The significant differences in visionary leadership, environmental scanning, and innovation also reflect the differentiated nature of leadership roles. Prior studies found similar patterns where faculty, administrative, and managerial roles require varying degrees of strategic engagement (Khamis, 2024 ). The lack of differences in strategic planning and collaboration implies that these capacities may be embedded more evenly across institutional units. 5.5 Strategies and Barriers in Implementing Futures Thinking Respondents reported that strategies supporting futures thinking such as training, leadership support, and budget allocation occur “often,” though not consistently. This aligns with Supporting Decision Making with Strategic Foresight (2023) findings that many institutions adopt foresight strategies, but implementation is uneven due to limited institutional structures. The relatively high rating of financial allocation suggests that NEMSU has begun to invest in foresight capacity, yet slightly lower ratings for time allocation and routine integration indicate operational constraints similar to those identified by (Thanitbenjasith & Kamkankaew, 2023 ). Moderate awareness of barriers reflects acknowledged challenges such as limited training, resource gaps, and cultural factors, which are common in Philippine higher education institutions (Tanucan et al., 2023 ). The lower awareness of resistance suggests that leaders may not fully identify behavioral or cultural inertia, despite these being well-documented sources of implementation difficulty in foresight adoption (Boufounou & Argyrou, 2022 ; Mohammadi, 2023 ). These findings highlight the need for structured training programs, clearer institutional frameworks, and leadership-driven cultural reinforcement. 5.6 Theoretical Implications These findings advance understanding of how futures thinking develops in resource-constrained higher education contexts. The results challenge linear models assuming awareness precedes capacity. Instead, NEMSU demonstrates reciprocal development: leaders build capacity through practice while gradually recognizing formal foresight frameworks. This aligns with Futures Literacy Theory's emphasis on learning through anticipatory action rather than passive knowledge acquisition. The study also contributes to Transformational Leadership Theory by showing that visionary leadership and innovation capacity can emerge from collaborative institutional culture independent of formal training. However, the awareness-capacity gap indicates that implicit knowledge requires explicit systematization for institutional sustainability. Without structured processes, foresight practices risk remaining person-dependent rather than organization-embedded. 6. Practical Implications The findings of this study have several important implications for leadership development and institutional planning at NEMSU. The moderate awareness but high capacity reported by leaders suggests that the university may benefit from strengthening knowledge resources and formal training to support the existing leadership competencies. This aligns with prior research highlighting that foresight capability is enhanced when conceptual understanding and tool proficiency are developed in parallel (Hijazin et al., 2023 ; Kononiuk et al., 2021 ). The strong positive correlations between awareness and capacity indicate that increasing exposure to futures thinking concepts and tools can further elevate leadership performance in foresight-related tasks. This underscores the value of institutional investments in training, scenario planning activities, and structured scanning practices, which can reinforce leaders’ abilities to engage in anticipatory governance. The significant group differences in awareness also suggest the need for differentiated or role-specific capacity-building programs. Tailoring training for faculty, administrative staff, department heads, and senior leaders may help balance disparities in conceptual understanding and tool familiarity. Meanwhile, the consistent ratings of capacity across most dimensions point to an institutional culture that supports collaboration and shared responsibility in strategic planning. The barriers identified particularly those related to resources, training adequacy, and organizational culture, imply that futures thinking will require sustained institutional support. Strengthening systems, improving access to foresight tools, and embedding futures thinking into organizational routines may reduce implementation gaps. These steps can position NEMSU to better anticipate regional needs and contribute to long-term, sustainable development. 7. Conclusions and Recommendations This study examined the awareness, leadership capacity, and institutional conditions influencing the integration of futures thinking at North Eastern Mindanao State University. The findings showed that leaders demonstrated high levels of capacity in strategic planning, visionary leadership, innovation, and collaborative foresight, while awareness of futures thinking concepts and tools remained moderate. Strong positive correlations between awareness and capacity highlight that improving familiarity with foresight processes can enhance leaders’ ability to engage in anticipatory governance. Significant group differences in awareness suggest uneven exposure to foresight concepts across institutional roles, while the more uniform capacity levels indicate shared experiences in strategic responsibilities and collaborative planning. Respondents also identified moderate institutional barriers such as resource limitations, training gaps, and cultural constraints which signal the need for continued support to embed futures thinking more systematically into university operations. This study is limited by its reliance on self-reported data, the focus on a single institution, and the cross-sectional design, which restricts generalizability and prevents examination of changes over time. In addition, the quantitative approach may not fully capture the nuances of foresight practices or institutional culture. Future research may address these limitations by incorporating qualitative methods, conducting multi-institutional comparisons, or using longitudinal designs to track the development of foresight capacity. Studies exploring the adoption of specific foresight tools, the influence of organizational culture, and the role of digital technologies in enhancing futures thinking may further contribute to understanding how higher education institutions in developing regions can strengthen strategic foresight and build more resilient, future-ready governance systems. Declarations Institutional Review Board Statement The North Eastern Mindanao State University Ethics Committee granted approval for this research, which adhered to all ethical standards and protocols established by the committee. Prior to participation, all respondents provided written informed consent. Participants voluntarily supplied the research data and consented to its use in this study. Involvement was entirely voluntary, and all responses were gathered with anonymity protection. Informed Consent Statement Informed consent was obtained from all subjects involved in the study. Conflicts of Interest: The authors declare no conflicts of interest. Clinical trial number not applicable. Funding: This research received no external funding Author Contribution All authors contributed on the conceptualization, analysis, and interpretation of the study's data. Prepared and revised the manuscript while safeguarding the accuracy and integrity of all findings presented. The entire body of work was completed independently under her authorship. Acknowledgments: The author utilized AI-assisted applications including Grammarly for grammar refinement, QuillBot for rephrasing, and Hemingway Editor for improving readability to enhance the clarity and presentation of this manuscript. All substantive ideas, research procedures, analyses, and conclusions are entirely the author’s original work, and the author assumes full responsibility for the content of the paper. Data Availability The data supporting this study is available from the author upon reasonable request. You may contact the author through this email: [email protected] References Bass BM. Comment: Transformational Leadership: Looking at Other Possible Antecedents and Consequences. J Manage Inq. 1995;4(3):293–7. https://doi.org/10.1177/105649269543010 . Boufounou P, Argyrou MD. Changing the organizational culture to transform the economy: The case of Greece. Front Res Metrics Analytics. 2022;7:1050544. https://doi.org/10.3389/frma.2022.1050544 . Calnan M. The Future of Value or the Value of the Future: Exploring New Horizons in Creating Value Through Futures Literacy. J Creating Value. 2022;8(1):95–101. https://doi.org/10.1177/23949643221085762 . Carvalho M, Cabral I, Verdasca JL, Alves JM. 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Foresight Strategic Forecasting Technology in Higher Education : 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021), Moscow, Russia. https://doi.org/10.2991/assehr.k.210527.005 Vecchiato R. Scenario planning, cognition, and strategic investment decisions in a turbulent environment. Long Range Plann. 2019;52(5):101865. https://doi.org/10.1016/j.lrp.2019.01.002 . Veletsianos G, Houlden S, Ross J, Alhadad S, Dickson-Deane C. (2024). Higher education futures at the intersection of justice, hope, and educational technology. International Journal of Educational Technology in Higher Education , 21 (1), 43, s41239-024-00475–0. https://doi.org/10.1186/s41239-024-00475-0 Westover JH. Strategic Foresight: Adopting a Futurist Mindset in Organizational Planning. Hum Capital Leadersh Rev. 2025;20(2). https://doi.org/10.70175/hclreview.2020.20.2.4 . Yücel İ. Transformational Leadership and Turnover Intentions: The Mediating Role of Employee Performance during the COVID-19 Pandemic. Administrative Sci. 2021;11(3):81. https://doi.org/10.3390/admsci11030081 . Zumbrunn L. Resilience through Foresight: Implications for the Public Sector. Swiss Yearbook Administrative Sci. 2023;14(1):45–57. https://doi.org/10.5334/ssas.183 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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1","display":"","copyAsset":false,"role":"figure","size":19103,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual framework of the Study\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8346054/v1/dc927c77988d3b4e16ddf12e.png"},{"id":104885787,"identity":"8de106ce-8e02-4d43-a1fc-7bc5a4c8f922","added_by":"auto","created_at":"2026-03-18 09:59:08","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1640664,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8346054/v1/a869e73a-bf8f-46a6-b984-71c007b3b7d0.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Awareness and Leadership Capacity for Futures Thinking in Philippine Higher Education: A Correlational Study of NEMSU Leaders","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eHigher education institutions (HEIs) today operate in environments characterized by accelerating technological disruptions, demographic shifts, geopolitical uncertainty, and rapidly changing labor market demands. These conditions increasingly require university leaders to anticipate emerging trends and prepare their institutions for multiple possible futures rather than relying on traditional linear planning models (Hadridge, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Supporting Decision Making with Strategic Foresight, 2023). Futures thinking and strategic foresight-approaches that emphasize scanning signals of change, envisioning alternative scenarios, and aligning organizational strategies with long-term possibilities-are now recognized globally as essential competencies for higher education governance (Rohrbeck \u0026amp; Kum, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Zumbrunn, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). By encouraging proactive rather than reactive leadership, these approaches help universities strengthen resilience, institutional agility, and innovation capacity. Leadership decision-making under uncertainty requires a balanced integration of intuitive judgment and analytical reasoning, a dynamic emphasized in recent Administrative Sciences research (Hallo \u0026amp; Nguyen, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Similarly, transformational leadership has been shown to influence institutional adaptability during periods of crisis and rapid change (Y\u0026uuml;cel, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), reinforcing the need for higher education leaders to develop foresight capabilities.\u003c/p\u003e \u003cp\u003eDespite international recognition of its importance, the integration of futures thinking in higher education remains uneven. Empirical reviews show that many academic leaders possess general awareness of futures concepts but limited exposure to structured foresight tools such as horizon scanning, scenario development, and trend analysis (Kononiuk et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Vecchiato, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In many developing countries, foresight practices are further constrained by operational priorities, resource limitations, and organizational cultures that emphasize short-term problem solving over long-term visioning (Boufounou \u0026amp; Argyrou, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Carvalho et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Initial studies argue that without sustained investments in foresight literacy and leadership capability, universities risk being unprepared for disruptions related to digital transformation, regional volatility, economic shifts, and evolving student needs (Pandya et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Veletsianos et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the Philippines, futures thinking is gaining recognition following national initiatives encouraging anticipatory governance and long-term policy alignment. The Commission on Higher Education (CHED) has increasingly emphasized institutional resilience, strategic innovation, and forward-looking leadership in its quality assurance frameworks. However, scholarly investigations into futures thinking within Philippine HEIs remain limited. Existing literature focuses primarily on digital readiness, crisis management, or strategic planning, without examining leaders\u0026rsquo; actual levels of foresight awareness and capacity (St. John, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Tanucan et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). As a result, little is known about how university leaders understand futures thinking, how prepared they are to use foresight tools, and what institutional barriers constrain foresight adoption in state universities.\u003c/p\u003e \u003cp\u003eNorth Eastern Mindanao State University (NEMSU), a multi-campus institution situated in a region marked by rapid socio-economic transformation, provides a compelling context for examining foresight readiness. The university operates in an environment shaped by infrastructure expansion, environmental vulnerability, cultural diversity, and evolving regional development priorities. Understanding the foresight literacy and leadership capacity of NEMSU\u0026rsquo;s academic and administrative leaders is critical for designing long-term strategies, improving institutional resilience, and ensuring responsiveness to future societal needs.\u003c/p\u003e \u003cp\u003eYet, no empirical study has been conducted to assess the extent of futures thinking awareness, leadership capacity, and perceived institutional conditions influencing foresight integration in NEMSU. This gap presents an important opportunity to evaluate whether leaders possess the competencies and organizational support necessary to embed foresight into university governance.\u003c/p\u003e \u003cp\u003eTo address this gap, the present study examines:\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003ethe profile of the respondents;\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ethe awareness of futures thinking concepts and foresight tools among NEMSU leaders;\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003etheir leadership capacity across key foresight dimensions;\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ethe relationship between awareness and leadership capacity;\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003edifferences in awareness and capacity across demographic groups; and\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003einstitutional barriers and strategies affecting foresight implementation.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eBy analyzing these elements, the study contributes empirical evidence to support policy development, capacity-building programs, and the institutionalization of futures-oriented leadership within Philippine higher education. The findings also extend the literature on foresight readiness in developing-country HEIs, providing insights relevant to global discussions on anticipatory governance and educational transformation.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Conceptual Framework\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eFutures thinking involves the deliberate examination of possible, probable, and preferred futures to support informed decision-making and strategic planning. It focuses on identifying emerging trends, understanding uncertainties, and preparing institutions to adapt to shifting environments. Scholars describe futures thinking as a systematic cognitive process that enables organizations to anticipate change and strengthen long-term resilience (Hadridge, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Rohrbeck \u0026amp; Kum, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In higher education, futures thinking supports leaders in envisioning institutional directions and aligning actions with long-term priorities. Recent studies also highlights the role of leadership in enabling organizations to anticipate technological and societal shifts, particularly in digitally transforming environments (Sacav\u0026eacute;m et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These works emphasize that strategic foresight becomes effective when leaders possess both the cognitive and relational capacities needed to interpret emergent trends and mobilize their institutions accordingly.\u003c/p\u003e \u003cp\u003eStrategic foresight builds on futures thinking by offering structured tools and methods for analyzing external environments and exploring multiple future scenarios. Foresight approaches such as horizon scanning, scenario development, and trend analysis help leaders identify risks, opportunities, and drivers shaping the future (Vecchiato, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These methods encourage leaders to move from reactive decision-making toward proactive and anticipatory governance. As universities face complex and fast-changing landscapes, strategic foresight provides a structured framework for guiding innovation, planning, and institutional transformation.\u003c/p\u003e \u003cp\u003eLeadership capacity in futures thinking encompasses the knowledge, skills, and practices required to engage in long-term planning and anticipatory decision-making. Key dimensions of capacity include visionary leadership, environmental scanning, strategic planning, innovation and creativity, and collaborative foresight (Markmann et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021a\u003c/span\u003e; Zumbrunn, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Visionary leadership involves articulating clear future-oriented goals, while environmental scanning focuses on interpreting signals of change. Strategic planning ensures alignment between institutional goals and external developments. Innovation and creativity enable leaders to design adaptive solutions, and collaborative foresight highlights the importance of shared perspectives and collective sense-making. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the conceptual framework guiding the study.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e illustrates how respondents\u0026rsquo; demographic characteristics, awareness of futures thinking, and perceived barriers function as independent variables that may influence leadership capacity in futures thinking and strategic foresight. The framework assumes that higher awareness and fewer institutional barriers contribute to stronger leadership capacity, supporting more proactive and future-ready governance within the university.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Theoretical Framework\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis study is anchored on theories that explain how leaders anticipate change, make strategic decisions, and guide organizations in uncertain environments. Futures thinking and strategic foresight are grounded in the idea that leaders must understand emerging trends and uncertainties to prepare institutions for multiple possible futures. Three theories inform the structure and direction of this study: Futures Literacy Theory, Transformational Leadership Theory, and Strategic Foresight Theory.\u003c/p\u003e \u003cp\u003eFutures Literacy Theory as stated in the study of Calnan (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasizes the ability of individuals to understand, imagine, and use the future to inform present action. It suggests that awareness of futures concepts and tools enhances one\u0026rsquo;s ability to anticipate change and respond proactively. This theory supports the study\u0026rsquo;s focus on leaders\u0026rsquo; awareness of futures thinking as a critical component influencing their capacity to engage in foresight-related practices. Higher futures literacy enables leaders to interpret signals of change, explore alternative scenarios, and make informed strategic decisions.\u003c/p\u003e \u003cp\u003eTransformational Leadership Theory highlights leaders\u0026rsquo; roles in inspiring vision, fostering innovation, and motivating others toward organizational development (Bass, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). It provides a foundation for understanding how visionary leadership, innovation, collaboration, and strategic planning function as dimensions of leadership capacity in futures thinking. Transformational leaders are often future-oriented, willing to explore emerging possibilities, and capable of guiding teams through uncertainty. This theory therefore supports the study\u0026rsquo;s examination of leadership capacity as a multidimensional construct influencing the practice of foresight.\u003c/p\u003e \u003cp\u003eStrategic Foresight Theory provides the practical orientation for this study by describing how organizations use structured tools such as horizon scanning, trend analysis, and scenario planning to explore long-term changes and prepare for alternative futures (Rohrbeck \u0026amp; Kum, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Vecchiato, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The theory explains how institutional systems, resource allocation, training, and organizational culture affect leaders\u0026rsquo; ability to apply foresight processes effectively. It also supports the inclusion of institutional barriers and strategies as factors shaping leadership capacity in foresight. Together, these theories explain how awareness, leadership capacity, and institutional conditions interact to influence the integration of futures thinking in higher education. They guide the formulation of the study\u0026rsquo;s variables and relationships as presented in the conceptual framework.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Empirical Review of Related Literature\u003c/h2\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003e2.3.1. Awareness of Futures Thinking\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eStudies in higher education and public institutions show that futures thinking supports leaders in anticipating change and preparing for long-term developments. Awareness of futures concepts enhances an organization's ability to interpret uncertainties and align planning with future conditions (Carvalho et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Jarni \u0026amp; Gurr, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024a\u003c/span\u003e). Leaders with higher futures literacy tend to engage more actively in identifying emerging issues and considering multiple alternative futures (Westover, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). However, many leaders understand the general principles of futures thinking but lack deeper awareness of its components and applications, especially in resource-constrained environments. Comparable patterns were reported where leadership awareness and institutional cognition were shown to shape organizational resilience, particularly in emerging economies and resource-constrained settings (Garc\u0026iacute;a-Vidal et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These findings reinforce the idea that awareness functions as a precursor for strategic foresight adoption.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003e2.3.2. Use of Foresight Tools and Methods\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eResearch indicates that operational use of foresight tools remains limited in many institutions. Kononiuk et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) note that while leaders recognize the strategic importance of foresight, they seldom apply structured methods such as scenario planning, horizon scanning, or systems analysis. Similar trends appear in education systems where conceptual understanding exceeds methodological proficiency (Vecchiato, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This gap between concept and practice suggests the need for training and institutional support that enables consistent application of foresight tools.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003e2.3.3. Relationship Between Awareness and Leadership Capacity\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eSeveral studies highlight a positive link between awareness of futures thinking and leadership capacity. Leaders who understand foresight frameworks tend to demonstrate stronger visioning, innovation, and strategic planning capabilities (Zumbrunn, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Hijazin et al. (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that exposure to foresight concepts improves leaders\u0026rsquo; ability to manage uncertainty and design long-term strategies. Empirical findings across sectors reinforce that awareness serves as a foundation for building foresight capacity and enabling leaders to think creatively about future possibilities.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003e2.3.4. Leadership Capacity for Futures Thinking\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eLeadership competency varies across organizational roles and responsibilities. Senior leaders often exhibit higher capacities for environmental scanning, strategic planning, and collaborative foresight due to their involvement in decision-making and policy development (Markmann et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021b\u003c/span\u003e). Utkin et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasizes that capacity is shaped by both individual skill and organizational culture, where shared vision and cooperation strengthen foresight practices. This suggests that leadership capacity is influenced by experience, role expectations, and institutional support mechanisms.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e2.3.5. Barriers to Foresight Integration\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eEmpirical studies consistently identify barriers such as inadequate resources, lack of training, and institutional resistance as obstacles to adopting futures thinking. Philippine universities, in particular, face challenges related to workload, limited time for strategic activities, and organizational inertia (Tanucan et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Supporting Decision Making with Strategic Foresight (2023) reports that many institutions lack systematic processes for scanning and sense-making, resulting in fragmented planning practices. These barriers highlight the importance of leadership support, resource allocation, and capacity-building to ensure successful implementation of foresight practices. In the context of higher education institutions, recent research similarly identifies governance constraints, limited research management capacity, and insufficient strategic support as critical barriers to institutional development (Pacheco et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These findings align with the challenges observed in Philippine HEIs where foresight practices remain emergent.\u003c/p\u003e \u003cp\u003eThe empirical literature shows consistent patterns: awareness influences leadership capacity; institutions benefit from structured foresight tools; and barriers limit foresight adoption in many higher education settings. These findings provide the empirical basis for examining how leaders at NEMSU understand and apply futures thinking within the context of Philippine higher education.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"3. Materials and Methods","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Research Design\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis study employed a descriptive\u0026ndash;correlational research design to examine the relationship between leaders\u0026rsquo; awareness of futures thinking, their leadership capacity, and the barriers influencing foresight implementation at North Eastern Mindanao State University. This design was appropriate for identifying existing conditions and determining associations among variables without manipulating any factors (Creswell \u0026amp; Creswell, 2018). The approach also allowed for the comparison of awareness and capacity levels across demographic groups.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Respondents and Sampling Procedure\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe respondents consisted of 179 academic and administrative leaders from the different campuses of NEMSU. These included faculty members, administrative personnel, department heads, and senior management officials. A purposive sampling technique was used to select individuals who held formal or functional leadership roles and were directly involved in planning, supervision, or decision-making activities. Participation was voluntary, and all respondents met the inclusion criteria set for the study.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Research Instrument\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eData were collected using a structured questionnaire composed of five sections: (a) demographic profile, (b) awareness of futures thinking, (c) leadership capacity, (d) perceived barriers, and (e) strategies for strengthening foresight. The awareness and capacity scales were adapted from existing literature on futures thinking and strategic foresight to ensure content relevance (Hines et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Items were measured using a four-point Likert scale, where higher scores reflected higher awareness or stronger leadership capacity. The questionnaire underwent expert validation to ensure clarity, relevance, and alignment with the study objectives.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Validity and Reliability\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe instrument was reviewed by experts in educational leadership, futures thinking, and research methodology. Their comments were incorporated to improve clarity and ensure that each item aligned with the theoretical and empirical foundations of the study. A pilot test was conducted prior to data collection. Reliability results indicated high internal consistency across the major constructs, with Cronbach\u0026rsquo;s alpha values exceeding the acceptable threshold of .80 (Saputra, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e3.5. Data Collection Procedure\u003c/h2\u003e \u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eData were gathered during the second semester of the academic year, following approval from the university administration. Respondents were invited through official communication channels, and questionnaires were administered both online and in printed format to ensure accessibility. All participants provided informed consent, and confidentiality was maintained throughout the process. Completed questionnaires were screened for completeness before being included in the analysis.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e3.5. Data Analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eDescriptive statistics, including frequency, percentage, mean, and standard deviation, were used to summarize the demographic profile, awareness levels, leadership capacity, and perceived barriers. Pearson\u0026rsquo;s correlation analysis examined the relationship between awareness and leadership capacity. One-way ANOVA was employed to determine significant differences in awareness and capacity across demographic groups. All analyses were performed using standard statistical software, with a significance level set at p\u0026thinsp;\u0026lt;\u0026thinsp;.05.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e3.6. AI Assistance Disclosure\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eDescriptive The authors used AI-assisted tools, including Grammarly for grammar refinement, QuillBot for rephrasing, and Hemingway Editor for readability enhancement, solely to improve the clarity and presentation of the manuscript. All substantive ideas, research procedures, analyses, and conclusions are entirely the author\u0026rsquo;s own work, and she assumes full responsibility for the accuracy and integrity of the study.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"4. Results","content":"\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Profile of the Respondents\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe study gathered demographic information from the respondents to understand their distribution across age, gender, role, and years of service. This information provides context for interpreting subsequent analyses on awareness and leadership capacity in futures thinking. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the demographic characteristics of the 179 academic and administrative leaders who participated in the study.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eProfile of the Respondents.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercent (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026ndash;29 years old\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39 years old\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e27%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;49 years old\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e65%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e65%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTransgender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther, please specify\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to say\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRole or position\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFaculty\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e55%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdministrative Staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDepartment Head\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSenior Management/Leadership Position\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears in Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 1 year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u0026ndash;3 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4\u0026ndash;6 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMore than 10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eMost respondents were between 40\u0026ndash;49 years old (65%), followed by those aged 30\u0026ndash;39 years (27%), while only 8% were aged 21\u0026ndash;29 years. In terms of gender, 65% were female and 35% were male, with no respondents identifying under other gender categories. Regarding institutional roles, faculty members comprised 55% of the sample, followed by administrative staff (25%), department heads (12%), and senior management personnel (8%). Years of service varied, with more than half (52%) serving for over 10 years, and smaller proportions with 7\u0026ndash;10 years (24%), 1\u0026ndash;3 years (13%), 4\u0026ndash;6 years (8%), and less than 1 year (3%). Overall, the demographic profile reflects a leadership workforce that is predominantly mid-career to senior in age, largely female, faculty-oriented, and composed mostly of long-tenured personnel.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Level of Awareness of Futures Thinking\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe study assessed the respondents\u0026rsquo; level of awareness regarding key aspects of futures thinking and foresight tools. This was measured across five dimensions: purpose of foresight tools, concept and significance, future thinking and planning processes, application and accessibility, and implementation in strategic planning. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the summary of awareness levels among the 179 respondents.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLevel of awareness among leaders in North Eastern Mindanao State University.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWeighted Mean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eVerbal Interpretation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePurpose of Foresight tools\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.482\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcept \u0026amp; Significance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.556\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFuture Thinking \u0026amp; Planning Processes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.604\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eApplication of Accessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.502\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.587\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOver-all Mean\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.546\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe results show that respondents demonstrated moderate awareness across all five dimensions, with an overall mean of 3.546. The highest awareness was reported in Future Thinking and Planning Processes (M\u0026thinsp;=\u0026thinsp;3.604), followed by Implementation (M\u0026thinsp;=\u0026thinsp;3.587) and Concept and Significance (M\u0026thinsp;=\u0026thinsp;3.556). Awareness of the Purpose of Foresight Tools (M\u0026thinsp;=\u0026thinsp;3.482) and Application and Accessibility (M\u0026thinsp;=\u0026thinsp;3.502) were the lowest, though still within the moderate range. The narrow variation across dimensions indicates that awareness is evenly distributed among leaders, suggesting a consistent but developing understanding of futures thinking. These findings show that while respondents recognize the general concepts of foresight, operational and tool-based awareness remains at a moderate level.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e4.3. Leadership Capacity in Futures Thinking and Strategic Foresight\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe study evaluated the respondents\u0026rsquo; leadership capacity in futures thinking across five dimensions: visionary leadership, environmental scanning, strategic planning, innovation and creativity, and collaborative foresight. These indicators provide an overview of how well NEMSU leaders can engage in anticipatory and future-oriented decision-making. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the summary of capacity levels.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLevel of capacity in future thinking and strategic foresight among leaders in North Eastern Mindanao State University.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWeighted Mean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eVerbal Interpretation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisionary Leadership\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.864\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironmental Scanning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.679\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrategic Planning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.825\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInnovation and Creativity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.789\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCollaborative Foresight\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.809\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOver-all Mean\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e3.793\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eHigh\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe results show that respondents reported high capacity across all five dimensions. The highest mean score was observed in Visionary Leadership (M\u0026thinsp;=\u0026thinsp;3.864), followed closely by Strategic Planning (M\u0026thinsp;=\u0026thinsp;3.825) and Collaborative foresight (M\u0026thinsp;=\u0026thinsp;3.809). Innovation and Creativity (M\u0026thinsp;=\u0026thinsp;3.789) and Environmental Scanning (M\u0026thinsp;=\u0026thinsp;3.679) also reflected high levels of capacity, though slightly lower than the other indicators. Overall, the findings suggest that NEMSU leaders possess strong foundational competencies in strategic foresight, particularly in planning, envisioning future directions, and applying innovative approaches. The consistently high ratings across dimensions indicate that leaders perceive themselves as capable of integrating future-oriented thinking into institutional processes.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003e4.4. Relationship Between Respondents\u0026rsquo; Profile and Leadership Capacity\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe study examined whether respondents\u0026rsquo; demographic characteristics-age, gender, position, and years of service-were related to their capacity in futures thinking and strategic foresight. This analysis was conducted to determine whether individual factors influenced competencies across the five capacity dimensions. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the correlation results.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSignificant relationship between the profile and the current level of capacity in future thinking.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables Tested\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eComputed r\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eConclusion\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eVisionary\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.578\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.878\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePosition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.132\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.077\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYrs in Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.052\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.490\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eEnvironmental Scanning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.530\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.359\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePosition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYrs in Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.350\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eStrategic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.638\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.353\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePosition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.096\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.199\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYrs in Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.041\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.588\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eInnovation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.065\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.388\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.500\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePosition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.098\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.193\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYrs in Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.412\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eCollaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.420\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePosition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.830\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYrs in Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.539\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFailed to reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe findings show no significant relationships between any demographic variable and the five dimensions of leadership capacity. All correlation coefficients were low (r\u0026thinsp;=\u0026thinsp;0.012\u0026ndash;0.132) and all p-values exceeded the 0.05 significance level. This indicates that age, gender, institutional role, and length of service did not influence respondents\u0026rsquo; levels of visionary leadership, environmental scanning, strategic planning, innovation and creativity, or collaborative foresight. Overall, the results suggest that leadership capacity in futures thinking is uniformly distributed across the different demographic groups, with no specific profile demonstrating higher or lower capacity based on these characteristics.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e4.5. Relationship Between Awareness and Leadership Capacity\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis section examined the relationship between respondents\u0026rsquo; awareness of futures thinking and their leadership capacity in strategic foresight. Five awareness dimensions were correlated with five capacity dimensions to determine whether higher awareness is associated with greater foresight-related competencies. Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e presents the correlation results.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe significant relationship between the level of awareness and the current capacity in future thinking and strategic foresight among leaders in NEMSU.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eVariables Tested\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eComputed r\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eConclusion\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eVisionary\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePurpose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.440\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.446\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFuture Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.432\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApplication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.592\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.679\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eEnvironmental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePurpose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.424\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.434\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFuture Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.474\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApplication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.658\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.682\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eStrategic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePurpose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.414\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.461\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFuture Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.483\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApplication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.682\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.721\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eInnovation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePurpose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.440.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.468\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFuture Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.479\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApplication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.671\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.705\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eCollaborative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePurpose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.346\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.406\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFuture Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.419\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApplication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.668\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.737\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe results show highly significant positive correlations between all awareness dimensions and all leadership capacity dimensions (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Correlation coefficients ranged from r\u0026thinsp;=\u0026thinsp;0.346 to r\u0026thinsp;=\u0026thinsp;0.737, indicating consistently positive associations. Among all indicators, Implementation Awareness showed the strongest correlations across capacity dimensions (r\u0026thinsp;=\u0026thinsp;0.679\u0026ndash;0.737), followed by Application and Accessibility Awareness (r\u0026thinsp;=\u0026thinsp;0.592\u0026ndash;0.682). The other awareness dimensions- Purpose, Concept, and Future Thinking, also demonstrated moderate positive relationships with all five capacity areas. Overall, the findings indicate that respondents with higher awareness of futures thinking concepts and tools also reported higher levels of leadership capacity in futures thinking and strategic foresight.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003e4.6. Differences in Awareness and Leadership Capacity Across Respondent Groups\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis section examined whether respondents differed significantly in their levels of awareness of futures thinking and in their leadership capacity across institutional roles. One-way ANOVA was used to compare mean scores for the four respondent groups: faculty members, administrative staff, department heads, and senior management. Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e presents the summary of the ANOVA result.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSignificant difference on the capacity and level of awareness as perceived by the different groups of respondents.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCAPACITY\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisionary Leadership\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.037*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSignificant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironmental Scanning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.039*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSignificant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrategic Planning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.189\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInnovation \u0026amp; Creativity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.034*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSignificant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCollaborative Foresight\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.095\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAWARENESS\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePurpose of Foresight Tools\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.000***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcept \u0026amp; Significance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.000***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHighly Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFuture Thinking \u0026amp; Planning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.001**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSignificant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eApplication \u0026amp; Accessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.002**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSignificant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImplementation of Foresight\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.015*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSignificant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eAs shown in Table \u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e the findings show significant differences in three leadership capacity dimensions: Visionary Leadership (F\u0026thinsp;=\u0026thinsp;2.89, p\u0026thinsp;=\u0026thinsp;0.037), Environmental Scanning (F\u0026thinsp;=\u0026thinsp;2.85, p\u0026thinsp;=\u0026thinsp;0.039), and Innovation and Creativity (F\u0026thinsp;=\u0026thinsp;2.96, p\u0026thinsp;=\u0026thinsp;0.034). No significant differences were found in Strategic Planning (F\u0026thinsp;=\u0026thinsp;1.61, p\u0026thinsp;=\u0026thinsp;0.189) and Collaborative Foresight (F\u0026thinsp;=\u0026thinsp;2.16, p\u0026thinsp;=\u0026thinsp;0.095). For awareness, all five dimensions demonstrated significant group differences. The strongest variations were observed in Purpose of Foresight Tools (F\u0026thinsp;=\u0026thinsp;10.47, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and Concept and Significance (F\u0026thinsp;=\u0026thinsp;6.58, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Differences were also significant for Future Thinking and Planning (F\u0026thinsp;=\u0026thinsp;5.67, p\u0026thinsp;=\u0026thinsp;0.001), Application and Accessibility (F\u0026thinsp;=\u0026thinsp;5.23, p\u0026thinsp;=\u0026thinsp;0.002), and Implementation (F\u0026thinsp;=\u0026thinsp;3.60, p\u0026thinsp;=\u0026thinsp;0.015). Overall, the results indicate that awareness levels vary more widely across respondent groups than leadership capacity, with several awareness indicators showing strong statistical differences.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e4.7. Differences in Awareness and Leadership Capacity Across Respondent Groups\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe study assessed the frequency with which respondents engaged in or observed institutional strategies that support the implementation of futures thinking at NEMSU. These strategies reflect practices related to leadership support, training, resource allocation, and organizational routines. Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e presents the summary of the responses.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStrategies and interventions to be developed to enhance the implementation of future thinking.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAdjectival Rating\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. The leaders provide scheduled periods for engaging in futures thinking activities, such as scenario planning sessions and trend analysis.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequently\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. The university allocates funds for acquiring futures thinking tools, accessing expert consultations, and conducting research on emerging trends in Mindanao.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOften\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Regular workshops or training sessions enhance your understanding of futures thinking.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOften\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4 Senior leadership demonstrates a commitment to futures thinking and its integration into organizational policies.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOften\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. We regularly review and refine our approach to integrating futures thinking based on feedback and outcomes.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOften\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOver-all Mean\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e3.51\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eOften\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe results show that respondents rated all strategies within the \u0026ldquo;Often\u0026rdquo; range, with an overall mean of 3.51. The highest-rated strategy was the allocation of funds for futures thinking tools, expert consultations, and trend-related research (M\u0026thinsp;=\u0026thinsp;3.62). This was followed by senior leadership demonstrating commitment to integrating futures thinking into organizational policies (M\u0026thinsp;=\u0026thinsp;3.58) and regular workshops or training sessions (M\u0026thinsp;=\u0026thinsp;3.54). Respondents also reported that reviewing and refining approaches to integrating futures thinking (M\u0026thinsp;=\u0026thinsp;3.42) and providing scheduled periods for foresight-related activities (M\u0026thinsp;=\u0026thinsp;3.39) occurred regularly, though at slightly lower frequencies compared to the other strategies. Overall, the results indicate that key strategies supporting futures thinking are practiced with moderate consistency across the institution, with financial allocation and leadership support being the most frequently observed.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section2\"\u003e \u003ch2\u003e4.8. Strategies and Interventions to Enhance Futures Thinking\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe study also examined perceived barriers that may hinder the integration of futures thinking within NEMSU. Respondents rated several institutional and behavioral factors that could affect the implementation of foresight practices. Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e presents the summary of these responses.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePrimary barriers and challenges.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBarriers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAdjectival Rating\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Leaders in North Eastern Mindanao are aware of the concept and benefits of futures thinking in strategic planning and decision-making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Sufficient resources (financial, human, and technological) are available to support the implementation of futures thinking practices\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. The organizational culture in North Eastern Mindanao supports and encourages the integration of futures thinking into leadership practices.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. There is resistance among leaders in North Eastern Mindanao to adopting futures thinking due to concerns about change or uncertainty\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSomewhat Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. Leaders in North Eastern Mindanao receive adequate training and development opportunities in futures thinking methodologies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerately Aware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOver-all Mean\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e3.56\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eModerately Aware\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe results show that respondents were moderately aware of the barriers affecting the adoption of futures thinking, with an overall mean of 3.56. Moderate awareness was reported for the availability of resources to support futures thinking (M\u0026thinsp;=\u0026thinsp;3.59), the presence of an organizational culture that encourages foresight practices (M\u0026thinsp;=\u0026thinsp;3.61), and the adequacy of training opportunities (M\u0026thinsp;=\u0026thinsp;3.61). Respondents also expressed moderate awareness of the general understanding of futures thinking concepts and benefits (M\u0026thinsp;=\u0026thinsp;3.78). The lowest-rated barrier was resistance to adopting futures thinking due to change or uncertainty (M\u0026thinsp;=\u0026thinsp;3.23), which fell within the \u0026ldquo;Somewhat Aware\u0026rdquo; category. This indicates that while resistance exists, respondents perceived it to be less prominent compared to other institutional factors. Overall, the results suggest that barriers to futures thinking at NEMSU are recognized at a moderate level, particularly in relation to training, resources, and organizational culture.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Awareness of Futures Thinking and Foresight Tools\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe results showed that NEMSU leaders demonstrated a moderate level of awareness across all dimensions of futures thinking and foresight tools. This aligns with the broader literature noting that while futures thinking is increasingly recognized in education, actual awareness of its operational components often remains limited (Carvalho et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kononiuk et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Like Haklay et al. (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) observations, leaders tend to understand the general concepts but lack deeper familiarity with specific foresight instruments such as horizon scanning and scenario methodologies.\u003c/p\u003e \u003cp\u003eThe relatively lower awareness in tool application and accessibility parallels findings by Spaniol (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who emphasizes that effective foresight depends on knowing not only the concepts but also how to use specific methods. The moderate awareness level found in this study also reflects patterns in developing-country institutions, where foresight integration remains emergent due to resource constraints and limited institutional exposure (Jarni \u0026amp; Gurr, 2024). Overall, the results suggest that NEMSU is in the early stages of integrating foresight literacy, with conceptual understanding exceeding methodological proficiency.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec30\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Leadership Capacity in Futures Thinking\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eLeaders reported high capacity across all dimensions, particularly in strategic planning, visionary leadership, and innovation. This finding resonates with research indicating that higher education leaders often possess implicit competencies related to forward-looking decision-making, even without formal foresight training (Utkin et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Transformational leadership theory supports this result, as leaders who articulate visions and encourage innovation typically develop stronger foresight capacities (Bass, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1995\u003c/span\u003e; Jiang et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Evidence supports this relationship, demonstrating that leadership qualities such as visioning, innovation, and adaptability significantly contribute to institutional transformation and long-term strategic alignment (Hallo \u0026amp; Nguyen, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Sacav\u0026eacute;m et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe relatively lower capacity in environmental scanning is consistent with Hines et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) that scanning is the least developed element of higher education foresight practice. Without structured scanning processes, leaders may rely on intuition rather than systematic data analysis. Nevertheless, the consistently high-capacity ratings suggest that NEMSU leaders possess substantial potential for adopting more formalized foresight approaches.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec31\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Relationship Between Awareness and Leadership Capacity\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe strong positive correlations between awareness and all capacity dimensions indicate that greater understanding of futures thinking is associated with higher perceived competence in foresight-related leadership tasks. This aligns with findings by Hijazin et al. (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), who argue that foresight capability depends on both knowledge systems and application competencies. The strongest correlations emerged in implementation and application awareness, suggesting that practical familiarity with using foresight tools contributes more to leadership capacity than conceptual awareness alone.\u003c/p\u003e \u003cp\u003eThese results also support the idea proposed by (Jarni \u0026amp; Gurr, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024b\u003c/span\u003e) that futures literacy becomes impactful only when leaders develop hands-on experience. The patterns found in NEMSU reinforce the notion that awareness serves as a foundation for capability, but practical exposure and institutionalized use of tools are crucial for strengthening leadership foresight.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec32\" class=\"Section2\"\u003e \u003ch2\u003e5.4 Differences Across Groups in Awareness and Capacity\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe ANOVA results showed that awareness levels differed significantly across respondent groups, especially in the purpose and concept of foresight tools. This mirrors studies indicating uneven distribution of foresight literacy across organizational roles, where senior or specialized staff often encounter futures thinking earlier than general personnel (Hines et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The presence of variations in awareness but fewer differences in capacity suggests that while knowledge levels differ, shared institutional culture may contribute to more uniform perceptions of leadership capability.\u003c/p\u003e \u003cp\u003eThe significant differences in visionary leadership, environmental scanning, and innovation also reflect the differentiated nature of leadership roles. Prior studies found similar patterns where faculty, administrative, and managerial roles require varying degrees of strategic engagement (Khamis, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The lack of differences in strategic planning and collaboration implies that these capacities may be embedded more evenly across institutional units.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec33\" class=\"Section2\"\u003e \u003ch2\u003e5.5 Strategies and Barriers in Implementing Futures Thinking\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eRespondents reported that strategies supporting futures thinking such as training, leadership support, and budget allocation occur \u0026ldquo;often,\u0026rdquo; though not consistently. This aligns with Supporting Decision Making with Strategic Foresight (2023) findings that many institutions adopt foresight strategies, but implementation is uneven due to limited institutional structures. The relatively high rating of financial allocation suggests that NEMSU has begun to invest in foresight capacity, yet slightly lower ratings for time allocation and routine integration indicate operational constraints similar to those identified by (Thanitbenjasith \u0026amp; Kamkankaew, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eModerate awareness of barriers reflects acknowledged challenges such as limited training, resource gaps, and cultural factors, which are common in Philippine higher education institutions (Tanucan et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The lower awareness of resistance suggests that leaders may not fully identify behavioral or cultural inertia, despite these being well-documented sources of implementation difficulty in foresight adoption (Boufounou \u0026amp; Argyrou, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Mohammadi, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These findings highlight the need for structured training programs, clearer institutional frameworks, and leadership-driven cultural reinforcement.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec34\" class=\"Section2\"\u003e \u003ch2\u003e5.6 Theoretical Implications\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThese findings advance understanding of how futures thinking develops in resource-constrained higher education contexts. The results challenge linear models assuming awareness precedes capacity. Instead, NEMSU demonstrates reciprocal development: leaders build capacity through practice while gradually recognizing formal foresight frameworks. This aligns with Futures Literacy Theory's emphasis on learning through anticipatory action rather than passive knowledge acquisition.\u003c/p\u003e \u003cp\u003eThe study also contributes to Transformational Leadership Theory by showing that visionary leadership and innovation capacity can emerge from collaborative institutional culture independent of formal training. However, the awareness-capacity gap indicates that implicit knowledge requires explicit systematization for institutional sustainability. Without structured processes, foresight practices risk remaining person-dependent rather than organization-embedded.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"6. Practical Implications","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe findings of this study have several important implications for leadership development and institutional planning at NEMSU. The moderate awareness but high capacity reported by leaders suggests that the university may benefit from strengthening knowledge resources and formal training to support the existing leadership competencies. This aligns with prior research highlighting that foresight capability is enhanced when conceptual understanding and tool proficiency are developed in parallel (Hijazin et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Kononiuk et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The strong positive correlations between awareness and capacity indicate that increasing exposure to futures thinking concepts and tools can further elevate leadership performance in foresight-related tasks. This underscores the value of institutional investments in training, scenario planning activities, and structured scanning practices, which can reinforce leaders\u0026rsquo; abilities to engage in anticipatory governance.\u003c/p\u003e \u003cp\u003eThe significant group differences in awareness also suggest the need for differentiated or role-specific capacity-building programs. Tailoring training for faculty, administrative staff, department heads, and senior leaders may help balance disparities in conceptual understanding and tool familiarity. Meanwhile, the consistent ratings of capacity across most dimensions point to an institutional culture that supports collaboration and shared responsibility in strategic planning. The barriers identified particularly those related to resources, training adequacy, and organizational culture, imply that futures thinking will require sustained institutional support. Strengthening systems, improving access to foresight tools, and embedding futures thinking into organizational routines may reduce implementation gaps. These steps can position NEMSU to better anticipate regional needs and contribute to long-term, sustainable development.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"7. Conclusions and Recommendations","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis study examined the awareness, leadership capacity, and institutional conditions influencing the integration of futures thinking at North Eastern Mindanao State University. The findings showed that leaders demonstrated high levels of capacity in strategic planning, visionary leadership, innovation, and collaborative foresight, while awareness of futures thinking concepts and tools remained moderate. Strong positive correlations between awareness and capacity highlight that improving familiarity with foresight processes can enhance leaders\u0026rsquo; ability to engage in anticipatory governance. Significant group differences in awareness suggest uneven exposure to foresight concepts across institutional roles, while the more uniform capacity levels indicate shared experiences in strategic responsibilities and collaborative planning. Respondents also identified moderate institutional barriers such as resource limitations, training gaps, and cultural constraints which signal the need for continued support to embed futures thinking more systematically into university operations.\u003c/p\u003e \u003cp\u003eThis study is limited by its reliance on self-reported data, the focus on a single institution, and the cross-sectional design, which restricts generalizability and prevents examination of changes over time. In addition, the quantitative approach may not fully capture the nuances of foresight practices or institutional culture. Future research may address these limitations by incorporating qualitative methods, conducting multi-institutional comparisons, or using longitudinal designs to track the development of foresight capacity. Studies exploring the adoption of specific foresight tools, the influence of organizational culture, and the role of digital technologies in enhancing futures thinking may further contribute to understanding how higher education institutions in developing regions can strengthen strategic foresight and build more resilient, future-ready governance systems.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eInstitutional Review Board Statement\u003c/h2\u003e \u003cp\u003e The North Eastern Mindanao State University Ethics Committee granted approval for this research, which adhered to all ethical standards and protocols established by the committee. Prior to participation, all respondents provided written informed consent. Participants voluntarily supplied the research data and consented to its use in this study. Involvement was entirely voluntary, and all responses were gathered with anonymity protection.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInformed Consent Statement\u003c/strong\u003e \u003cp\u003e \u003cb\u003e \u003c/b\u003eInformed consent was obtained from all subjects involved in the study.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eConflicts of Interest:\u003c/h2\u003e \u003cp\u003eThe authors declare no conflicts of interest.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eClinical trial number\u003c/strong\u003e \u003cp\u003enot applicable.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e \u003cp\u003eThis research received no external funding\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors contributed on the conceptualization, analysis, and interpretation of the study's data. Prepared and revised the manuscript while safeguarding the accuracy and integrity of all findings presented. The entire body of work was completed independently under her authorship.\u003c/p\u003e\u003ch2\u003eAcknowledgments:\u003c/h2\u003e \u003cp\u003eThe author utilized AI-assisted applications including Grammarly for grammar refinement, QuillBot for rephrasing, and Hemingway Editor for improving readability to enhance the clarity and presentation of this manuscript. All substantive ideas, research procedures, analyses, and conclusions are entirely the author\u0026rsquo;s original work, and the author assumes full responsibility for the content of the paper.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data supporting this study is available from the author upon reasonable request. You may contact the author through this email: [email protected]\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBass BM. 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Swiss Yearbook Administrative Sci. 2023;14(1):45\u0026ndash;57. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5334/ssas.183\u003c/span\u003e\u003cspan address=\"10.5334/ssas.183\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"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":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"futures thinking, strategic foresight, leadership capacity, futures literacy, environmental scanning, innovation, higher education, organizational readiness, NEMSU, anticipatory governance","lastPublishedDoi":"10.21203/rs.3.rs-8346054/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8346054/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eHigher education institutions operate in uncertain environments that require leaders to anticipate change and integrate futures thinking into governance. This study examined awareness, leadership capacity, and institutional conditions shaping futures thinking at North Eastern Mindanao State University (NEMSU), addressing the limited empirical evidence on foresight readiness in Philippine higher education. A descriptive\u0026ndash;correlational survey of 179 academic and administrative leaders from multiple campuses used a validated questionnaire on awareness of futures thinking, leadership capacity across five foresight-related dimensions, perceived institutional barriers, and strategies supporting foresight; data were analyzed using descriptive statistics, Pearson\u0026rsquo;s correlation, and one-way ANOVA. Results showed moderate awareness of futures thinking concepts and tools but high leadership capacity in visionary leadership, environmental scanning, strategic planning, innovation and creativity, and collaborative foresight. Awareness and leadership capacity were strongly and positively correlated, while capacity did not differ significantly by age, gender, position, or years of service, although awareness and selected capacity dimensions varied across role groups. Respondents reported that strategies to support futures thinking were practiced often yet identified moderate barriers related to training, resources, and organizational culture. The study provides an initial systematic assessment of futures thinking readiness in a Philippine state university and offers evidence to inform leadership development, resource allocation, and the institutionalization of anticipatory governance in higher education.\u003c/p\u003e","manuscriptTitle":"Awareness and Leadership Capacity for Futures Thinking in Philippine Higher Education: A Correlational Study of NEMSU Leaders","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-09 11:29:21","doi":"10.21203/rs.3.rs-8346054/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"557f3687-f08e-46ef-bdf3-4b03456a844c","owner":[],"postedDate":"January 9th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-03-18T09:58:40+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-09 11:29:21","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8346054","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8346054","identity":"rs-8346054","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}