Work

Collective Sensemaking and Reframing in Futures Thinking Engagements: Lessons From a Responsible Futuring Learning Trajectory

Year: 2025

Type: article

Abstract: ABSTRACT How can we facilitate collective sensemaking and reframing processes to foster futures thinking? This paper explores the use of Responsible Futuring, a design‐oriented approach, in a learning trajectory for professionals facing complex digital transformations in their organizations. Responsible Futuring supports collective sensemaking and reframing processes across four cognitive and experiential levels: (1) understanding values, (2) imagining, (3) tangibilizing, and (4) introspecting. While the trajectory enabled participants to incorporate diverse perspectives and embrace long‐term thinking, our findings revealed a tendency towards solutionism, where participants prematurely focused on specific solutions rather than exploring broader, values‐driven futures. In response, we propose four critical areas of attention, including (1) iterative guidance to redirect focus towards broader perspectives, (2) zooming processes to mitigate risks of actor and stakeholder inclusion/exclusion, (3) clearly defined goals in speculative activities to align with learning objectives, and (4) grounding speculative futures in everyday realities to enhance relevance. By addressing these areas, we offer insights for researchers and practitioners aiming to integrate futures‐oriented activities into lifelong learning trajectories for communities navigating complex transformations.

Source: Futures & Foresight Science

DOI: 10.1002/ffo2.70002

Authors: Julieta Matos‐Castaño, Maartje Huinink, Cristina Zaga, Mascha van der Voort

Institution: University of Twente

Language: English

Topic: Digital Education and Society

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,460